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1 – 10 of over 22000This study aims to explore the question “how would professors teach information literacy to prepare high school students for college?” by observing two history professors at a…
Abstract
Purpose
This study aims to explore the question “how would professors teach information literacy to prepare high school students for college?” by observing two history professors at a high school early college during routine classroom instruction.
Design/methodology/approach
The research took a case study approach to studying information literacy instruction, drawing from multiple data types but relying primarily on classroom observations and teaching artifacts.
Findings
This research found that subjects taught information literacy by situating students as legitimate peripheral participants in the discipline of history. They did so as part of the daily fabric of classroom instruction, using pedagogical techniques such as dialogical reading, spending time with texts, writing to think and thinking historically.
Research limitations/implications
This research focuses on history instruction. Future studies could include additional disciplines and directly examine the impact of teaching practices on student cognition.
Practical implications
The findings suggest that taking a disciplinary approach is one way to apply insights from the field of situated information literacy to the high school to college transition. It also suggests that information literacy instruction need not be confined to research assignments, and that information literacy educators consider the possibilities these teaching techniques offer for enhancing instruction.
Originality/value
This paper offers a rich description of information literacy pedagogy in an unusual but intriguing context of use to instruction librarians and educators at both high school and college levels. It also offers a bridge between situated information literacy rooted in workplace research and academic information literacy instruction.
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Paul J. Yoder, Amanda Kibler and Stephanie van Hover
Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies…
Abstract
Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.
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Aja LaDuke, Mary Lindner and Elizabeth Yanoff
The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between…
Abstract
The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between literacy and history teaching. In this article we examine three perspectives on literacy teaching: content area literacy, disciplinary literacy, and critical literacy. While some scholars see these perspectives as contradictory or in competition, we demonstrate how content, disciplinary, and critical literacy teaching can complement each other and facilitate teaching to and beyond the CCS standards and C3 framework in intermediate, middle school, and high school history instruction. Our article includes teaching examples as well as appendices of teacher resources.
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The article chronicles the use of a Civil War soldier's diary to teach Civil War history. The project was carried out over a two-semester period in a social studies pedagogy…
Abstract
The article chronicles the use of a Civil War soldier's diary to teach Civil War history. The project was carried out over a two-semester period in a social studies pedagogy class. The professor and students in cooperative learning groups and whole group discussions interpreted the diary. In this unique process, they also discussed how primary sources might be used to teach middle school and high school students United States History as a dynamic process of real people and not simply facts.
-- The purpose of this paper is to identify unique oral history centres and collections which provide users with training and research methodology techniques necessary to planning…
Abstract
Purpose
-- The purpose of this paper is to identify unique oral history centres and collections which provide users with training and research methodology techniques necessary to planning an effective oral history programme
Design/methodology/approach
-- This article provides a list of oral history centres and collections with unique oral history programmes. Most centres listed also offer the user detailed instructions on planning oral history programmes and use of the collection in research methodology courses. The bibliography is an international list of oral history programmes and collections.
Findings
-- There are numerous oral history programmes within university departments, museums, and as part of state and regional organizations.
Originality/value
-- This bibliography includes international as well as programmes in the USA. The annotations describe the oral history programmes' subject content, and will be of interest to scholars looking to start and expand on research with an oral history methodology component.
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Nancy C. Patterson, Ashley G. Lucas and Michael Kithinji
There is a tacit understanding among social studies teachers and educators that incorporating primary source documents in planning and teaching is desirable for many reasons, most…
Abstract
There is a tacit understanding among social studies teachers and educators that incorporating primary source documents in planning and teaching is desirable for many reasons, most prominent among them the ways in which it challenges students to think at higher levels. This study is a descriptive study of public school teachers’ uses of primary source documents in social studies planning, in which we review lesson activities of various grade level teachers to evaluate their use of primary documents for higher order cognitive purposes. Given the salient theme of critical thinking in the literature, we established a baseline continuum of uses that served as our framework for evaluating these activities. We asked the following questions: When history teachers incorporate the use of primary source documents in their planning, to what degree do they promote development of higher level critical thinking? What might a planned activity look like when they do? We found that the majority of the activities examined here employ primary source documents for lower order purposes but held the promise of easy transition to higher order uses.
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The following annotated list of materials on instructing users in library and information skills covers publications from 1982. A few items have not been annotated because the…
Abstract
The following annotated list of materials on instructing users in library and information skills covers publications from 1982. A few items have not been annotated because the compiler was unable to secure copies of these items.
Billie Eilam, Merav Yosfan, Joel Lanir and Alan J. Wecker
The authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.
Abstract
Purpose
The authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.
Design/methodology/approach
Students utilized self-led guides while exploring two museum spaces presenting different historical events. These guides encouraged students to scrutinize the exhibits, become acquainted with the methods employed in their research, and develop an awareness of the information derived from them. Students' responses to pre- and postquestionnaires were compared and analyzed using mixed methods.
Findings
The results revealed that students became familiar with various types of primary sources, recognized that only specific sources endure through time and gained an understanding of the research methods employed to study them. Additionally, most students comprehended that the same sources could lead to diverse historical accounts and the potential reasons for such variations.
Practical implications
Recommendations for practice are discussed.
Originality/value
This study contributed to the limited knowledge regarding learning during a single, self-led tour in a history museum. The findings illuminate the potential for learning and advancing historical thinking concepts even within such museum-visit contexts.
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This research study evaluated K-12 American history textbooks for gender balance. Elementary, middle school, and high school texts were assessed for the number of male and female…
Abstract
This research study evaluated K-12 American history textbooks for gender balance. Elementary, middle school, and high school texts were assessed for the number of male and female historical figures in text content and illustrations. Significantly more males than females were found at all levels in both content and illustrations, and all differences were significant at the .001 level. However, American history textbooks do include more women than in previous editions and since the publication of the National History Standards. The challenges of defining gender balance are discussed, and recommendations for teachers and textbook adoption committees are presented.
Stewart Waters and William B. Russell III
Cultural geography is a unique, diverse, contested, and at times, confusing branch of study in the geography curriculum. Much like many other sub-branches of the social sciences…
Abstract
Cultural geography is a unique, diverse, contested, and at times, confusing branch of study in the geography curriculum. Much like many other sub-branches of the social sciences, there has been significant controversy and struggle over the place of cultural geography in the curriculum. This article encourages social studies teachers to consider new approaches to teaching cultural geography concepts, while also utilizing a variety of instructional methods to engage students in a meaningful and enriching exploration of cultures all over the world. A rationale is discussed for incorporating the use of monuments and memorials as an instructional tool to teach cultural geography. In addition, this article provides teachers with a classroom tested activity on how monuments and memorials can be used as instruments to study cultural geography and how this topic can be implemented into a secondary geography or history classroom.
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