Embedding Online Evaluations in Social Studies: A Comparative Case Study of Teachers’ Goals and Approaches

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Multiple Perspectives on Teaching and Professional Development in the Social Studies (Table 14)

Abstract

Students can learn to better evaluate online information through lessons on lateral reading and other digital literacy strategies, but these approaches can be challenging for teachers to learn and implement in their classrooms. This comparative case study explores how the experiences and instructional goals of three high school social studies teachers shaped how they taught students to evaluate online information. Findings suggest that social studies teachers’ beliefs about the internet and their core curricular goals influenced their approaches to teaching online evaluations. Implications for teacher education and professional learning are discussed.

Authors

• Elizabeth Reynolds, University of Maryland

• Sarah McGrew, University of Maryland