"Honestly, I Had a Very Strong Reaction to This Reading": Social Studies Pre-Service Teachers' Application of Literacy Frameworks While Engaging with a Graphic Textbook

Autor/inn/en	Mathews, Sarah A.; McGill, Craig M.
Titel	"Honestly, I Had a Very Strong Reaction to This Reading": Social Studies Pre-Service Teachers' Application of Literacy Frameworks While Engaging with a Graphic Textbook
Quelle	In: Journal of Adolescent & Adult Literacy, 65 (2022) 5, S.431-439 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mathews, Sarah A.) ORCID (McGill, Craig M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1224
Schlagwörter	Social Studies; Literacy Education; Course Content; Teaching Methods; Case Studies; Hispanic American Students; Institutional Characteristics; Minority Serving Institutions; Textbooks; Preservice Teachers; Race; Critical Literacy; Student Attitudes; Teacher Education Programs; Cartoons + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Textbook; Text book; Schulbuch; Lehrbuch; Rasse; Abstammung; Kritisches Lesen; Schülerverhalten; Zeichentrickfilm
Abstract	Because social studies educators are expected to incorporate literacy into their instruction, it is important to consider how prospective teachers interact with literacy frameworks as they engage with social studies content. This qualitative case study examines two pre-service social studies teachers enrolled in a teacher preparation course at a Hispanic-Serving Institution as they read and reacted to Zinn's (2008) graphic textbook, "A People's History of the American Empire." The study examines how these pre-service teachers employed three literacy frameworks--disciplinary, critical, and racial literacy--when reading social studies material. Data sources included student-produced written responses, researcher's field notes from whole-class discussions, and semi-structured interviews. Findings demonstrate how readers sometimes use parts of frameworks, entire frameworks in isolation, and multiple frameworks simultaneously. Neither participant addressed the socio-emotional aspect of racial literacy. This study suggests how teacher educators can better prepare social studies teachers to incorporate literacy while using graphic texts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01