東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teaching the voices of history throu...

Stripling, Barbara Kay.

Linked to FindBook

Google Book

Amazon

博客來

Teaching the voices of history through primary sources and historical fiction: A case study of teacher and librarian roles.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teaching the voices of history through primary sources and historical fiction: A case study of teacher and librarian roles./
Author:	Stripling, Barbara Kay.
Description:	293 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
Contained By:	Dissertation Abstracts International72-07A.
Subject:	Library Science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3454424
ISBN:	9781124637822

Teaching the voices of history through primary sources and historical fiction: A case study of teacher and librarian roles.
Stripling, Barbara Kay.

Teaching the voices of history through primary sources and historical fiction: A case study of teacher and librarian roles. - 293 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .

Thesis (D.P.S.)--Syracuse University, 2011.

The ability to analyze alternative points of view and to empathize (understand the beliefs, attitudes and actions of another from the other's perspective rather than from one's own) are essential building blocks for learning in the 21st century. Empathy for the human participants of historical times has been deemed by a number of educators as important for the development of historical understanding. The classroom teacher and the school librarian both have a prominent stake in creating educational experiences that foster the development of perspective, empathy, and understanding.

ISBN: 9781124637822Subjects--Topical Terms:

881164
Library Science.

Teaching the voices of history through primary sources and historical fiction: A case study of teacher and librarian roles.
LDR:03566nam 2200385 4500 001 1400393
005 20111019120001.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124637822
035 $a (UMI)AAI3454424
035 $a AAI3454424
040 $a UMI $c UMI
100 1 $a Stripling, Barbara Kay. $3 1679444
245 1 0 $a Teaching the voices of history through primary sources and historical fiction: A case study of teacher and librarian roles.
300 $a 293 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
500 $a Adviser: Ruth V. Small.
502 $a Thesis (D.P.S.)--Syracuse University, 2011.
520 $a The ability to analyze alternative points of view and to empathize (understand the beliefs, attitudes and actions of another from the other's perspective rather than from one's own) are essential building blocks for learning in the 21st century. Empathy for the human participants of historical times has been deemed by a number of educators as important for the development of historical understanding. The classroom teacher and the school librarian both have a prominent stake in creating educational experiences that foster the development of perspective, empathy, and understanding.
520 $a This case study was designed to investigate the idea that teaching with primary sources and historical novels during historical inquiry enhances students' development of cognitive and emotive empathy. The study was framed around two research questions: How do classroom teachers and school librarians design and teach historical inquiry using historical novels and primary sources? What is the impact of teaching with historical novels and primary sources on the development of historical empathy?
520 $a The case study was conducted in an English/history humanities block and the school library in a New York City secondary school. Data were collected through classroom observations, interviews with the classroom teachers and librarian, and samples of student work. On the use of primary sources and historical novels, the study found that primary sources must be surrounded by context to be useful to students in their learning, that secondary sources were necessary for providing that context, and that historical fiction provides social context, but its use must be scaffolded to help students distinguish fiction from fact. In addition, the study found that unless library linkages to primary sources are embedded in classroom instruction, they are not used by students or teachers. In answer to the second research question, the study found that primary sources have a strong impact on the development of historical empathy if their use is mediated by a teacher or librarian and that cognitive empathy must be developed before emotive empathy. Finally, this case study showed that a school librarian's effectiveness is diminished by fulfilling a resource-provider role with no integration into classroom instruction.
590 $a School code: 0659.
650 4 $a Library Science. $3 881164
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Information Science. $3 1017528
690 $a 0399
690 $a 0533
690 $a 0534
690 $a 0723
710 2 $a Syracuse University. $b The School of Information Studies. $3 1679445
773 0 $t Dissertation Abstracts International $g 72-07A.
790 1 0 $a Small, Ruth V., $e advisor
790 1 0 $a Kaarst-Brown, Michelle $e committee member
790 1 0 $a Lankes, R. David $e committee member
790 1 0 $a Kuhlthau, Carol $e committee member
790 1 0 $a Koszalka, Tiffany $e committee member
790 1 0 $a Franklin, Renee $e committee member
790 $a 0659
791 $a D.P.S.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3454424