Reading for Democracy: Preparing Middle-Grades Social Studies Teachers to Teach Critical Literacy

Reidel, Michelle; Draper, Christine

doi:10.1080/00377996.2010.538758

Cited by 14 publications

(8 citation statements)

References 14 publications

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“…However, an engaging and cultural responsive approach to learning in middle level social studies does not mean abandoning the curriculum content teachers are required to be conduits of. Critical literacy (Evans & Clark, 2015;Reidel & Draper, 2011), culturally relevant texts, simulations (DiCamillo & Gradwell, 2012;Gradwell & DiCamillo, 2013), and purposeful pedagogy (Milner, 2014) can foster culturally responsive teaching for middle level Latino learners while still meeting the demands of teaching in an era of standards-based high-stakes testing.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

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This qualitative study examines the perceptions that Latino students have of middle school social studies. Twelve Latino/a middle school students provided written narratives recounting their experiences in social studies and participated in two semi-structured phenomenological interviews. Findings indicate that social studies teachers rely heavily upon "banking" pedagogy and the curriculum lacks cultural diversity. Students also perceived social studies as the ideal subject area in middle school to engage in global learning opportunities as well as discussion about current events. Latino/a students' experiences and subsequent perceptions of middle school social studies are consistent with theory and research pertaining to adolescent identity, cognitive, and psychosocial development. Findings from this investigation add to the extant canon of literature on students' perceptions of social studies and further emphasize the significance of social studies in meeting the needs of 21st century diverse learners. Lastly, the authors offer suggestions for practice and issue a call for research in the field of social studies education that is middle-level specific with implications as to how culturally responsive social studies fosters identity and psychosocial adolescent development for culturally and ethnically diverse students.

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Section: Discussion and Implications For Practicementioning

confidence: 99%

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

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“…While there is extensive literature and research on literacy, and ample literature promoting the amalgamation of literacy and social studies, as a whole social studies tends to be devoid of literacy instruction, regardless of the specific definition utilized for literacy (Draper et al, 2005;Moje, 1996;O'Brien and Stewart, 1990;Reehm and Long, 1996;Simonson, 1995). In part, this could be attributed to the fact that many social studies teachers still think of literacy in its most basic form (that is, reading and writing), as they are often overheard saying that they do not teach reading (Hall, 2005;Reidel and Draper, 2011b). According to Moje (2008: 98):…”

Section: Social Studies and Literacymentioning

confidence: 99%

How secondary social studies teachers define literacy and implement literacy teaching strategies: A qualitative research study

Kenna¹,

Russell²,

Bittman³

2018

History Education Research Journal

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Educational standards have changed rapidly and drastically in the past several years, including an increased focus on literacy within the social studies. Using data from a four-month qualitative study, this article examines how seven secondary social studies teachers talked about and defined literacy, and how those perspectives informed their pedagogical choices. The enquiry is a response to two areas: first, the many and varied definitions of literacy found in the literature (for example, content area literacy, multiliteracies and media literacy); and second, the added attention given to disciplinary literacy in the widely adopted Common Core State Standards. We found these teachers had four common elements when talking about and defining literacy: (1) reading comprehension; (2) writing fluidity; (3) skills; and (4) vocabulary. Additionally, we discovered that teachers discussed using four kinds of literacy teaching strategies: (1) content area reading strategies; (2) disciplinary reading strategies; (3) writing strategies; and (4) dialogue strategies. However, we determined that the teachers' theoretical understanding of literacy had only minor influence on their pedagogical choices. Instead, we found overarching assessments such as an end-of-course, advanced placement or state-wide reading exam had greater influence on the pedagogical choices the teachers made. The findings suggest that the effort to expand literacy instruction into the disciplines is still a work in progress, which falls in the hands of teacher educators and professional development providers.

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“…As with earlier searches, this resulted in a limited number of studies. Reidel and Draper (2011) addressed the professional development of preservice middle school teachers in research context in critical literacy practices as they prepared to teach Social Studies in the hope that it would lead to meaningful technology integration. The pre-service teachers engaged in critical literacy practices each week during their Social Studies methods course where the focus was on the practice of making "text to self, text to text, and text to world connections" with the provided readings.…”

Section: Technology Integration In Classroom Practicesmentioning

confidence: 99%

“…Discussions ensued after each week's activity to evaluate how critical literacy practices could be incorporated into the classroom. Reidel and Draper (2011) concluded that mentoring graduate students in critical literacy practices with regards to digital media is essential. The study stopped short of studying graduate students as they implement what they learned which points to a gap in the literature.…”

Section: Technology Integration In Classroom Practicesmentioning

confidence: 99%

Locating The Critical Component In Technological Pedagogical And Content Knowledge (tpack): An Examination Of How Graduate Students Recruit Tpack And Critical Digital Literacy Into Classroom Practices

Hosek¹

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The objectives of this study were to gain an understanding of how practicing teachers believe they are prepared to meaningfully and critically integrate technology into their classroom practices; and to understand how practicing teachers recruited those beliefs into their teaching practices. This included gaining an understanding of what they believed led to their engagement in the critical dimensions of technology use in their teaching practices. This mixed-methods study contained two phases. In Phase 1, 58 graduate students in a College of Education completed a newly developed Critical Technological Pedagogical Content Knowledge (C-TPACK) survey containing likert-scale and open-ended questions. A subset of four graduate students, who were also practicing teachers, participated in Phase 2 of this study where lesson plans, observations, and interviews were analyzed. The findings indicated that limited experiences with and exposure to C-TPACK during teacher education coursework and professional development (PD), uncertainty about students' critical digital literacies (CDL), the teachers' varying understandings of CDL, resource limitations and restrictive school policies posed barriers for the teachers' recruitment of CTPACK to their practices. These findings showed the importance of tying critical theory to technology in education coursework and PD programs. This study proposes the use of a theoretical framework that prioritizes critical theory, namely the C-TPACK framework, when analyzing teachers' technology integration practices.

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Reading for Democracy: Preparing Middle-Grades Social Studies Teachers to Teach Critical Literacy

Cited by 14 publications

References 14 publications

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

How secondary social studies teachers define literacy and implement literacy teaching strategies: A qualitative research study

Locating The Critical Component In Technological Pedagogical And Content Knowledge (tpack): An Examination Of How Graduate Students Recruit Tpack And Critical Digital Literacy Into Classroom Practices

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