This book reconceptualizes social studies teaching and learning in ways that will help prepare students to live in "new times" – prepared for new forms of labor in the post-industrial economy, equipped to handle new and emerging technologies and function in the new media age, and prepared to understand different perspectives to participate in an increasingly diverse, multicultural global society. Mark Baildon and James Damico offer an integrated theoretical framework and corresponding set of web-based technology tools to guide a reconceptualized social studies education and provide concrete examples of teachers and students wrestling with core challenges involved in doing inquiry-based investigations with web-based texts. The authors also lay out a range of suggestions for social studies and literacy teachers, curriculum developers, teacher educators, and researchers interested in enacting and researching social studies as new literacies for living in the global society in the 21st century.
Introduction: Social Studies as New Literacies for Living in a Global Society
Part I: Reconceptualizing Social Studies: Frameworks and Tools 1. The Role of Social Studies in "New Times" 2. Teaching and Learning in New Times: Challenges and Possibilities 3. Web-based Technology Tools to Guide Inquiry
Part II: Exploring and Examining Challenges and Possibilities: Windows into Classrooms 4. Collaboratively Negotiating the Challenge of Locating Reliable, Readable, and Useful Sources With Rindi Baildon 5. Examining the Claims and Credibility of a Complicated Multimodal Web-based Text 6. The Challenge of Synthesizing Web-based Information in an Inquiry-based Social Studies Classroom 7. Part I: Identifying What We Know and What We Don’t Know: Progressive Knowledge Building in an Inquiry Community With Anne Elsener 8. Part II: Identifying What We Know and What We Don’t Know: Progressive Knowledge Building in an Inquiry Community With Anne Elsener Part III: Synthesis and Implications 9. Social Studies as New Literacies: Relational Cosmopolitanism in the Classroom