Call for Chapter Proposals for
The Educator’s Handbook for Teaching with Primary Sources
Editor: Scott M. Waring, University of Central Florida, [email protected]
Chapter proposals due: January 31st, 2022
Full chapters due: October 31st, 2022
Overview:
In classrooms across the United States, students often consider the instruction that they are receiving to be boring, find that the approaches employed lack opportunities for critical thinking and authentic engagement, and perceive what they are supposed to learn and what they are being taught to be irrelevant to their own lives. When teachers properly use primary sources in instruction, students are able to think more critically, gain differing and multiple perspectives on various topics of study, and learn in an approach that more closely resembles that which is conducted by the experts within different disciplines in the real world. Effective and engaging strategies for teaching with primary sources allows students opportunities to more critically analyze and critique the sources they use. These approaches help students to find ways to extend the skills and understandings gained to interpret the world around them, competently provide informed responses to various issues, and to have the confidence to engage in deliberative discussions with their peers. As teachers prepare students for various, competitive educational, work, and civic environments, it is vital that students learn the skills necessary to interpret text, analyze authors’ perspectives, make inferences, and determine authors’ purposes, as well as a litany of other critical and disciplinary thinking skills. Students must be provided authentic opportunities to read, analyze, reconstruct, and interpret sources in formalized and discipline-specific ways. They need to have various opportunities to analyze diverse sources of information to address a question or solve a problem authentically; cite specific textual evidence to support analysis of primary and secondary sources; provide accurate summaries of sources; evaluate and challenge author’s premises, claims, and evidence; and create a coherent understanding of an idea or event from a diverse set of sources.
Typically, classroom teachers value the theories related to authentic disciplined inquiry and modes of implementing primary sources in the classroom and using primary sources as a means of promoting inquiry. Despite this identification of importance, the implementation of primary source activities in the PreK-12 classroom has been limited. This lack of primary source use can largely be attributed to the perception that these activities are too complex to design, implement, and grade. Many teachers also feel that the complexity of primary source analysis and the construction of evidence-based narratives is too difficult for students to complete in the traditional classroom. The Educator’s Handbook for Teaching with Primary Sources is under contract with Teachers College Press and will be the book that will provide teachers and teacher candidates with the necessary background research and theory on teaching with primary sources, detailed and specific perspectives, activities, approaches, and resources to effectively teach with primary sources in their classroom. Thus, as the title indicates, this book will be The Educator’s Handbook for Teaching with Primary Sources.
Book Outline:
Audience:
The Educator’s Handbook for Teaching with Primary Sources is designed to meet the needs of, and provide information for, practicing teaching professionals and teacher candidates in social studies, English and language arts, mathematics, science, and other fields. The book will be marketed to individuals and would be the ideal book for university methods courses, district-level professional development, and a variety of continuing education opportunities.
Submission Guidelines:
Final chapter submissions must be between 3,000 – 6,000 words in length and completed in proper APA format (7thEdition). As the text will be written for the target audience of PreK-12 practitioners and teacher candidates across all content areas, the editor invites practitioners, academics, and collaborative authorship teams to submit proposals focusing on any topics of importance to effective and authentic teaching with primary sources. For those intending to submit a chapter, the first step is to provide a 500-word proposal (not including references) to the book editor. As you describe your proposed submission, please indicate: 1) which section from the Book Outline best aligns with your proposed submission, 2) the tentative focus guiding your chapter, 3) the proposed content, and 4) an example of an authentic inquiry, primary source-based activity that might be included in your chapter. Please e-mail the proposal to Scott M. Waring ([email protected]) by January 31, 2022. Each author(s) will be notified no later than February 28, 2022 about a decision on their proposal.
Important Dates:
January 31, 2022: Chapter proposals due to the editor
February 28, 2022: Editor will notify authors of decisions on proposals
June 1, 2022: Full chapter submissions due to the editor
September 1, 2022: The editor will provide feedback to authors
October 31, 2022: Chapter revisions are due to the editor
November 30, 2022: The editor will provide copyedited versions to the authors for approval
Questions:
For questions or to discuss possibilities for submission, please feel free to contact Scott M. Waring at [email protected].
About the Editor:
Dr. Scott M. Waring is a Professor and the Program Coordinator for the Social Science Education Program at the University of Central Florida and the Director of the Teaching with Primary Sources at UCF program. He teaches courses at the undergraduate and graduate level in social science methodology, research, and theory. He is the current editor of Social Studies and the Young Learner (National Council for the Social Studies), Teaching with Primary Sources Consortium Journal (Library of Congress), and Trends and Issues in Social Studies (Florida Council for the Social Studies) and is the former editor of Contemporary Issues in Technology and Teacher Education - Social Studies and an associate editor for Social Studies Research and Practice. Dr. Waring also serves as the editor and lead coach for the National Council for the Social Studies and the Library of Congress textbook project (Inquiry and Teaching with Primary Sources to Prepare Students for College, Career, and Civic Life).
Chapter proposals due: January 31st, 2022
Full chapters due: October 31st, 2022
Overview:
In classrooms across the United States, students often consider the instruction that they are receiving to be boring, find that the approaches employed lack opportunities for critical thinking and authentic engagement, and perceive what they are supposed to learn and what they are being taught to be irrelevant to their own lives. When teachers properly use primary sources in instruction, students are able to think more critically, gain differing and multiple perspectives on various topics of study, and learn in an approach that more closely resembles that which is conducted by the experts within different disciplines in the real world. Effective and engaging strategies for teaching with primary sources allows students opportunities to more critically analyze and critique the sources they use. These approaches help students to find ways to extend the skills and understandings gained to interpret the world around them, competently provide informed responses to various issues, and to have the confidence to engage in deliberative discussions with their peers. As teachers prepare students for various, competitive educational, work, and civic environments, it is vital that students learn the skills necessary to interpret text, analyze authors’ perspectives, make inferences, and determine authors’ purposes, as well as a litany of other critical and disciplinary thinking skills. Students must be provided authentic opportunities to read, analyze, reconstruct, and interpret sources in formalized and discipline-specific ways. They need to have various opportunities to analyze diverse sources of information to address a question or solve a problem authentically; cite specific textual evidence to support analysis of primary and secondary sources; provide accurate summaries of sources; evaluate and challenge author’s premises, claims, and evidence; and create a coherent understanding of an idea or event from a diverse set of sources.
Typically, classroom teachers value the theories related to authentic disciplined inquiry and modes of implementing primary sources in the classroom and using primary sources as a means of promoting inquiry. Despite this identification of importance, the implementation of primary source activities in the PreK-12 classroom has been limited. This lack of primary source use can largely be attributed to the perception that these activities are too complex to design, implement, and grade. Many teachers also feel that the complexity of primary source analysis and the construction of evidence-based narratives is too difficult for students to complete in the traditional classroom. The Educator’s Handbook for Teaching with Primary Sources is under contract with Teachers College Press and will be the book that will provide teachers and teacher candidates with the necessary background research and theory on teaching with primary sources, detailed and specific perspectives, activities, approaches, and resources to effectively teach with primary sources in their classroom. Thus, as the title indicates, this book will be The Educator’s Handbook for Teaching with Primary Sources.
Book Outline:
- Section I – Introduction
- This section will serve as an introduction to primary sources, teaching with primary sources, and what has been done in the past in regards to teaching with primary sources across the content areas.
- Section II – Developing an Environment for Conducting Authentic Inquiries with Primary Sources
- Authors of the chapters in the second section of the book will focus on how educators can create an environment that supports questioning and inquiry through the use of primary sources. Chapter authors will focus on a variety of source types and methods for engaging students in authentic inquiry and thinking.
- Section III – Applying Disciplinary Tools and Concepts, Evaluating Sources, and Using Evidence in the Creation of Evidence-Based Narratives
- In the third section, authors will provide more specific disciplinary ways of thinking and teaching with primary sources so that teachers of all content areas understand how to approach teaching with primary sources in their own areas and how students can effectively create evidence-based narratives.
- Section IV – Primary Sources and Civic Engagement and Action
- This section of the book will help educators to find ways to help students go beyond developing content knowledge and evidence-based narratives in the classroom and how to utilize these skills learned in everyday life. Chapter authors will focus on ways to allow students to communicate their understandings effectively and how to better understand how they can take knowledge gained and enact change and create a better informed and participatory citizenry.
- Section V – Emerging Technologies and Primary Sources
- Authors of chapters in the fifth section of the book will focus on ways in which educators are utilizing a variety of emerging technologies to engage students in deeper and more authentic ways of learning through the use of primary sources and how students can use technology to take action.
- Section VI – Conclusions, Implications, and Possibilities for the Future
- In the final section of the book, authors will wrap up what was presented throughout the book, consider implications for what was presented, and propose possibilities for the future.
Audience:
The Educator’s Handbook for Teaching with Primary Sources is designed to meet the needs of, and provide information for, practicing teaching professionals and teacher candidates in social studies, English and language arts, mathematics, science, and other fields. The book will be marketed to individuals and would be the ideal book for university methods courses, district-level professional development, and a variety of continuing education opportunities.
Submission Guidelines:
Final chapter submissions must be between 3,000 – 6,000 words in length and completed in proper APA format (7thEdition). As the text will be written for the target audience of PreK-12 practitioners and teacher candidates across all content areas, the editor invites practitioners, academics, and collaborative authorship teams to submit proposals focusing on any topics of importance to effective and authentic teaching with primary sources. For those intending to submit a chapter, the first step is to provide a 500-word proposal (not including references) to the book editor. As you describe your proposed submission, please indicate: 1) which section from the Book Outline best aligns with your proposed submission, 2) the tentative focus guiding your chapter, 3) the proposed content, and 4) an example of an authentic inquiry, primary source-based activity that might be included in your chapter. Please e-mail the proposal to Scott M. Waring ([email protected]) by January 31, 2022. Each author(s) will be notified no later than February 28, 2022 about a decision on their proposal.
Important Dates:
January 31, 2022: Chapter proposals due to the editor
February 28, 2022: Editor will notify authors of decisions on proposals
June 1, 2022: Full chapter submissions due to the editor
September 1, 2022: The editor will provide feedback to authors
October 31, 2022: Chapter revisions are due to the editor
November 30, 2022: The editor will provide copyedited versions to the authors for approval
Questions:
For questions or to discuss possibilities for submission, please feel free to contact Scott M. Waring at [email protected].
About the Editor:
Dr. Scott M. Waring is a Professor and the Program Coordinator for the Social Science Education Program at the University of Central Florida and the Director of the Teaching with Primary Sources at UCF program. He teaches courses at the undergraduate and graduate level in social science methodology, research, and theory. He is the current editor of Social Studies and the Young Learner (National Council for the Social Studies), Teaching with Primary Sources Consortium Journal (Library of Congress), and Trends and Issues in Social Studies (Florida Council for the Social Studies) and is the former editor of Contemporary Issues in Technology and Teacher Education - Social Studies and an associate editor for Social Studies Research and Practice. Dr. Waring also serves as the editor and lead coach for the National Council for the Social Studies and the Library of Congress textbook project (Inquiry and Teaching with Primary Sources to Prepare Students for College, Career, and Civic Life).
