Reading Like A Historian The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues. How do I use these lessons in my classroom? The 73 lessons in the U.S. curriculum, initial 37 lessons of the world curriculum, and 5 lessons in the introduction to historical thinking unit can be taught in succession. 1) Establish relevant background knowledge and pose the central historical question. *Note: United Streaming requires a subscription to Discovery Education. 3) Whole-class discussion about a central historical question. Of course!
Patterns of Deception - Politics Welcome to FlackCheck.org’s Detecting Patterns of Deception, the beta version of a new page designed to help viewers spot and debunk slippery moves in politics. Watch videos on the Climate Change Debate, the Sequester Debate, the Affordable Care Act Debate, the Gun Debate and the Immigration Debate to see patterns of deception in contemporary debates. On the page, we parse misleading political communication into six main categories. Misunderstanding the Process identifies ways in which misleading assumptions about the nature and extent of executive or legislative power drive problematic promises, attacks and self-congratulatory communication. So, for example, the complexity of the legislative process makes it possible for bills and votes to be misconstrued. Misleading Use Of Language features ways in which politicians exploit the ambiguities and connotations in words to prompt unjustified conclusions. False Logic covers common errors in argument that lead audiences to faulty conclusions.
History Assessments Beyond the Bubble unlocks the vast digital archive of the Library of Congress to create History Assessments of Thinking (HATs). Explore over 130 easy-to-use assessments that measure students' historical thinking rather than recall of facts. There are 10 “flagship” assessments, each marked with a ribbon. Flagship assessments (e.g., The First Thanksgiving) have extended features, including annotated sample student responses and “Going Deeper” videos that provide insights into the assessments and ideas for how to use them. The rest of the assessments are “alternative version” assessments (e.g., Napoleon’s Retreat). Each alternative version assessment features different Library of Congress documents but takes the same form as its flagship. Click here for a complete list of HATs.
SchoolJournalism.org : News, Information and Media Literacy The onset of the digital age forever changed the way readers interact with news and the way that journalists do journalism. Now that more data is produced in a single second that can possibly be consumed in a lifetime, the need for news literacy has never been more important. Simply put, news literacy is the ability to use critical thinking skills to judge the reliability and credibility of news reports and information sources. As 21st Century citizens, we must know what is in the news we consume — where to get the news, what to do with it and how to make news of our own. Want to learn more? News Literacy Model Curriculum and Lesson PlansThese lessons integrate news literacy into math, social studies, English and science classrooms. News and Media Literacy Lesson PlansThese lesson plans, curated from selected organizations, help teachers easily bring news and media literacy into any classroom.
Framework for Information Literacy for Higher Education | Association of College & Research Libraries Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. PDF Version Print copies may be purchased from the Association of College and Research Libraries for $15.00 for a package of 10, including standard postage. Payments with a check should be sent to: Association of College and Research Libraries Attn: Standards Fulfillment 225 N. If you have additional questions about ordering the Framework, please contact us at 312-280-5277, or email acrl@ala.org. ACRL has a history of supporting librarians in understanding and using the association’s standards and guidelines. Check for upcoming ACRL eLearning webcasts and online courses. ACRL’s Standards, Guidelines, and Frameworks are provided as a free resource to the academic library community. Contents IntroductionFrames Appendix 1: Implementing the Framework Appendix 3: Sources for Further Reading Notes 1. 2.
Secondary orality Secondary orality is a concept in the work of scholar Walter J. Ong, as first described in his book Orality and Literacy: The Technologizing of the Word, published in 1982 (2nd ed. 2002), Walter J. Ong and discussing the differences between oral and literate cultures. In this book, Ong used the phrase ‘secondary orality’, describing it as “essentially a more deliberate and self-conscious orality, based permanently on the use of writing and print” (Ong, 1982, p. 133).[1] According to his way of thinking, secondary orality is not primary orality, the orality of pre-literate cultures. Secondary orality is orality that is dependent on literate culture and the existence of writing, such as a television anchor reading the news or radio. The Gutenberg Parenthesis[edit] McLuhan's Global Village[edit] References[edit] Further reading[edit] Walter J. External links[edit]
Social Media Superstar Finalists Announced! Acknowledging the role social media plays in school library promotion, AASL has launched a new recognition program – Social Media Superstars. Nominated and endorsed by their peers, the program will recognize school library professionals who enrich the profession and its work on behalf of students by sharing information, expertise, ideas, encouragement, dialog and inspiration widely via a variety of social media channels. After an open nomination period, the Social Media Recognition Task Force is proud to announce the following finalists in each category. Through April 14, members of the school library community and the public are invited to post endorsements of their personal superstar by leaving a comment on each category’s post. Be sure to visit each of the seven hyperlinked category postings to read information about all the finalists and get links to their social media platforms. We want to hear from you! Sensational Student Voice Advocacy Ambassador Tech Troubadour Program Pioneer
Newspapers: Fact Sheet Last updated June 2016 For newspapers, 2015 might as well have been a recession year. Weekday circulation fell 7% and Sunday circulation fell 4%, both showing their greatest declines since 2010. At the same time, advertising revenue experienced its greatest drop since 2009, falling nearly 8% from 2014 to 2015. Fully one-fourth of advertising revenue now comes from digital advertising, but not because of growth in that area: Digital advertising revenue fell 2% in 2015. It’s just that non-digital advertising revenue fell more, dropping 10% in 2015. Audience Weekday circulation experienced a decline not seen since the immediate aftermath of the Great Recession. Newspaper circulation declines for second consecutive year in 2015 Copy and paste the below iframe code into your own website to embed this chart. Pew Research Center Amid these declines, print remains a vital part of newspapers’ distribution picture. Survey data reinforce the heavy reliance on the print product. Economics Ownership
The Gutenberg Parenthesis: Thomas Pettitt on parallels between the pre-print era and our own Internet age Could the most reliable futurist of the digital age be…Johannes Gutenberg? Possibly. Or, definitely, if you subscribe to the theory of the Gutenberg Parenthesis: the idea that the post-Gutenberg era — the period from, roughly, the 15th century to the 20th, an age defined by textuality — was essentially an interruption in the broader arc of human communication. And that we are now, via the discursive architecture of the web, slowly returning to a state in which orality — conversation, gossip, the ephemeral — defines our media culture. It’s a controversial idea, but a fascinating one. On hand to discuss the theory further, at an MIT-sponsored colloquium late last week, was Professor Thomas Pettitt of the University of Southern Denmark, who has focused academically on the Gutenberg Parenthesis and its implications. I spoke with Professor Pettitt and asked him about those implications — and about, in particular, the challenges to a notion of normative truth that they suggest.