Michigan Council of Social Studies Conference

My colleague, Paul Morsink, and I are teaming up today to talk to Social Studies teachers in Michigan about online inquiry, the construction of meaning across multiple, multimodal Internet texts, and the use of web-based tools that could support metacognition and (we hope) development of online inquiry processes. We feel like our talk could be a day-long event. However, we’ve built a two-hour session that will get teachers thinking about the complexities of inquiry and the wide array of complex strategies that students must bring to bear as they construct an integrated understanding of a topic from many texts, online. #mcss13 and #metamin [for the metacognitive minute reflections]

Michigan Council of Social Studies

http://mcssmi.org/

Our Presentation [click title to download the .pdf of presentation slides]

Revamping Social Studies Inquiry for the 21st Century: New Challenges, New Opportunities

References

Braasch, J. L. G. G., Bråten, I., Strømsø, H. I., Anmarkrud, Ø., & Ferguson, L. E. (2013). Promoting secondary school students’ evaluation of source features of multiple documents. Contemporary Educational Psychology, 38(3), 180–195. doi:10.1016/j.cedpsych.2013.03.003

Britt, M. A., & Aglinskas, C. (2002). Improving students’ ability to identify and use source information. Cognition and Instruction, 20(4), 485-522.

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8(4), 293-332

Coiro, J. & Hagerman, M.S. (2013). Digging deeper: Online reading comprehension and collaborative inquiry. Retrieved from http://www.slideshare.net/mschirahagerman/7-1516-digging-deeperonlineinquiry-digiuri-24275493

Dimmitt, C. & McCormick, C.B. (2012). Metacognition in education. In K.R. Harris, S. Graham, T. Urdan, C.B. McCormick, G.M. Sinatra & J.Sweller (Eds.) APA Educational Psychology Handbook, (Vol. 1, pp. 157-187). Washington, DC: American Psychological Association. doi: 10.1037/13273-007

Goldman, S. R., Braasch, J. L. G., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and Learning From Internet Sources : Processing Patterns of Better and Poorer Learners. Reading Research Quarterly, 47(4), 356–381. doi:10.1002/RRQ.027

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of metacognition in education. New York: Routledge.

Perfetti, C. A., Rouet, J.-F., & Britt, M. A. (1999). Toward a theory of documents representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 99-122). Mahwah, NJ: Lawrence Erlbaum Associates.

Rouet, J.-F. (2006). The skills of document use: From text comprehension to web-based learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Sevensma, K. (2013). Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers’ online reading comprehension strategies. (Doctoral Dissertation). Retrieved from ProQuest, UMI Dissertations Publishing (2013. 3563033.)

Wiley, J., Goldman, S.R., Graesser, A.C., Sanchez, C.A., Ash, I.K, & Hemmerich, J.A. (2009). Source evaluation, comprehension and learning in Internet science inquiry tasks. American Educational Research Journal, 46(4), 1060-1106. doi: 10.3102/0002831209333183

Wiley, J., & Voss, J.F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91, 301-311.

Wineburg, S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.

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