James S Damico
Biographic Data
| ID | 7528310 |
|---|---|
| NAME | James S Damico |
| GIVEN NAMES | James S |
| FAMILY NAME | Damico |
| SIGNATURE | DAMICO J S |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 0 |
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
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…
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…
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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
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…
Political science (5 works) · Sociology (4 works) · Educator Training and Historical Pedagogy (3 works) · Global Education and Multiculturalism (3 works) · Pedagogy (3 works) · Psychology (3 works) · Climate change (2 works) · Climate Change Communication and Perception (2 works) · Computer Science (2 works) · Cosmopolitanism (2 works)