James Damico
Biographic Data
| ID | 3983229 |
|---|---|
| NAME | James Damico |
| GIVEN NAMES | James |
| FAMILY NAME | Damico |
| SIGNATURE | DAMICO J |
| AFFILIATIONS | Indiana University Bloomington |
| ORCID | 0000-0002-3775-0222 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
How can we confront climate denial? Critical literacy+, eco‐civic practices, and inquiry
While scientific consensus about human‐caused climate change has been clear for decades, denial of this science and denial about the need for timely, responsive action continue in the United States and around the world. The Climate Denial Inquiry Model can help educators grapple with the complex components of this denial with critical literacy+ and eco‐civic practices of deliberation, reflexivity, and counter‐narration to help investigate climate…
Thank You to Reviewers
Climate Justice Literacy
Literacy educators can guide students to examine the stories we live by, or the larger narratives that guide individual and collective sensemaking about relationships between humans and the environment. Drawing from the field of ecolinguistics, the authors consider two ecologically destructive stories we live by: Humans are the center of existence, and consumerism is a main pathway to happiness and fulfillment. The authors also explore three inte…
Reading for Reliability
This study examined what happened when 65 undergraduate prospective secondary level teachers across content areas evaluated the reliability of four online sources about climate change: an oil company webpage, a news report, and two climate change organizations with competing views on climate change. The students evaluated the sources at three time intervals based on 1. a screenshot of each source; 2. full web access to each source and prompted wi…
Content Literacy for the 21st Century
This article makes the a case for conceptualizing content literacy, especially in social studies, as inquiry‐based social practices for understanding and addressing complex, multifaceted problems. Two core practices especially needed for a Web‐dominated 21st century are then described—excavation and elevation. Next, these two practices are applied to the complex, multifaceted problem of climate change to suggest ways teachers and students can use…
Social Studies as New Literacies in a Global Society
Introduction: Social Studies as Literacies for Living in a Global Society Part I: Reconceptualizing Social Studies: Frameworks and Tools 1. The Role of Social Studies in New Times 2. Teaching and Learning in Times: Challenges and Possibilities 3. Web-based Technology Tools to Guide Inquiry Part II: Exploring and Examining Challenges and Possibilities: Windows into Classrooms 4. Collaboratively Negotiating the Challenge of Locating Reliable, Reada…
Where We Read From Matters
Four classes of ninth‐grade students in an international school in East Asia used a set of web‐based technology tools to evaluate two competing webpages about the Taiwan Straits. The findings highlight the ways these students developed disciplinary literacy in social studies by drawing upon cultural resources and contextual knowledge as they responded to and evaluated the claims and evidence within the two texts. Implications of this work point t…
How Do We Know
As reading continues to become governed by a spatial “logic of the image” rather than strictly a temporal or linear logic of written language (Kress, 2003 Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communications, 22(2), 224–261.[Crossref], [Web of Science ®] , [Google Scholar]), and readers increasingly engage with a range of Internet-based texts, a host of challenges ensue for educators and studen…
Negotiating epistemological challenges in thinking and practice
Examining Ways Readers Engage With Websites During Think‐Aloud Sessions
Findings from this study of how two pairs of eighth‐grade students each transacted with a website during think‐aloud sessions at the conclusion of a curricular unit on Mexico and migration highlight the ways the students engaged in three interrelated tasks: Identifying and making sense of “new” information Evaluating claims and evidence Considering ways to use the site in the writing of their own narrative While these findings represent ways that…
Multiple Literacies, New Literacies, and Teacher Education
The authors consider the role that multiple literacies and new literacies might play in shaping preservice education. They review existing literature on multiple and new literacies in preservice education and examine in-school and out-of-school enactments of new and multiple literacies to answer the question, What can we do in preservice teacher education to take these understandings about literacy and guide future teachers to enact them in proje…
News Marches in Place
That Citizen Kane's newsreel serves a complex of functions in the scheme of the film is evident from the various explanations that have been put forward for its inclusion. Assessed (and often dismissed) as everything from a mere parody of March of Time and a structural gimmickl to a device [for] establishing the biographical premises of the film2 and for dispens[ing] with a strictly logical narrative style,3 the News on the March sequence has als…
Multiple Literacies, New Literacies, and Teacher Education
The authors consider the role that multiple literacies and new literacies might play in shaping preservice education. They review existing literature on multiple and new literacies in preservice education and examine in-school and out-of-school enactments of new and multiple literacies to answer the question, What can we do in preservice teacher education to take these understandings about literacy and guide future teachers to enact them in proje…
Negotiating epistemological challenges in thinking and practice
News Marches in Place
That Citizen Kane's newsreel serves a complex of functions in the scheme of the film is evident from the various explanations that have been put forward for its inclusion. Assessed (and often dismissed) as everything from a mere parody of March of Time and a structural gimmickl to a device [for] establishing the biographical premises of the film2 and for dispens[ing] with a strictly logical narrative style,3 the News on the March sequence has als…
Multiple Literacies, New Literacies, and Teacher Education
The authors consider the role that multiple literacies and new literacies might play in shaping preservice education. They review existing literature on multiple and new literacies in preservice education and examine in-school and out-of-school enactments of new and multiple literacies to answer the question, What can we do in preservice teacher education to take these understandings about literacy and guide future teachers to enact them in proje…
Examining Ways Readers Engage With Websites During Think‐Aloud Sessions
Findings from this study of how two pairs of eighth‐grade students each transacted with a website during think‐aloud sessions at the conclusion of a curricular unit on Mexico and migration highlight the ways the students engaged in three interrelated tasks: Identifying and making sense of “new” information Evaluating claims and evidence Considering ways to use the site in the writing of their own narrative While these findings represent ways that…
Negotiating epistemological challenges in thinking and practice
Where We Read From Matters
Four classes of ninth‐grade students in an international school in East Asia used a set of web‐based technology tools to evaluate two competing webpages about the Taiwan Straits. The findings highlight the ways these students developed disciplinary literacy in social studies by drawing upon cultural resources and contextual knowledge as they responded to and evaluated the claims and evidence within the two texts. Implications of this work point t…
How Do We Know
As reading continues to become governed by a spatial “logic of the image” rather than strictly a temporal or linear logic of written language (Kress, 2003 Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communications, 22(2), 224–261.[Crossref], [Web of Science ®] , [Google Scholar]), and readers increasingly engage with a range of Internet-based texts, a host of challenges ensue for educators and studen…
Social Studies as New Literacies in a Global Society
Introduction: Social Studies as Literacies for Living in a Global Society Part I: Reconceptualizing Social Studies: Frameworks and Tools 1. The Role of Social Studies in New Times 2. Teaching and Learning in Times: Challenges and Possibilities 3. Web-based Technology Tools to Guide Inquiry Part II: Exploring and Examining Challenges and Possibilities: Windows into Classrooms 4. Collaboratively Negotiating the Challenge of Locating Reliable, Reada…
Content Literacy for the 21st Century
This article makes the a case for conceptualizing content literacy, especially in social studies, as inquiry‐based social practices for understanding and addressing complex, multifaceted problems. Two core practices especially needed for a Web‐dominated 21st century are then described—excavation and elevation. Next, these two practices are applied to the complex, multifaceted problem of climate change to suggest ways teachers and students can use…
Reading for Reliability
This study examined what happened when 65 undergraduate prospective secondary level teachers across content areas evaluated the reliability of four online sources about climate change: an oil company webpage, a news report, and two climate change organizations with competing views on climate change. The students evaluated the sources at three time intervals based on 1. a screenshot of each source; 2. full web access to each source and prompted wi…
Climate Justice Literacy
Literacy educators can guide students to examine the stories we live by, or the larger narratives that guide individual and collective sensemaking about relationships between humans and the environment. Drawing from the field of ecolinguistics, the authors consider two ecologically destructive stories we live by: Humans are the center of existence, and consumerism is a main pathway to happiness and fulfillment. The authors also explore three inte…
Thank You to Reviewers
How can we confront climate denial? Critical literacy+, eco‐civic practices, and inquiry
While scientific consensus about human‐caused climate change has been clear for decades, denial of this science and denial about the need for timely, responsive action continue in the United States and around the world. The Climate Denial Inquiry Model can help educators grapple with the complex components of this denial with critical literacy+ and eco‐civic practices of deliberation, reflexivity, and counter‐narration to help investigate climate…
Pedagogy (9 works) · Psychology (9 works) · Literacy (7 works) · Political science (7 works) · Sociology (7 works) · Mathematics education (6 works) · Educator Training and Historical Pedagogy (5 works) · Literacy, Media, and Education (5 works) · Computer Science (4 works) · Reading (process (4 works)