Using Literacy Strategies to Enhance Social Studies Education in Elementary Classrooms

Elementary teachers, often with their students for most or all of the day, have the opportunity to creatively integrate instruction across classes. In this text the authors explore meaningful pedagogical cross-over that goes beyond the surface level to build strong foundations and deep connections for teaching and learning in interdisciplinary ways.

Kathryn L. Roberts is a Professor of Reading, Language, and Literature in the Division of Teacher Education at Wayne State University in Detroit, Michigan. A former elementary teacher, Roberts earned her Ph.D. in Curriculum, Teaching, and Educational Policy form Michigan State University. She now teaches undergraduate and graduate courses in literacy education and enjoys working with educators through professional development. Her research focuses on content-area literacy, visual literacy, early and emergent literacy, and reading comprehension. Her work can be found in journals such as The Elementary School Journal, The Reading Teacher, The Journal of Social Studies Research, and the Journal of Teacher Education.

Kristy A. Brugar is a Professor of Social Studies Education, Chair of the Instructional Leadership and Academic Curriculum Department (ILAC), and Robert L. and Nan A. Huddleston Presidential Professor of Education at the University of Oklahoma. Brugar has served as Chair of the Board of Directors for the National Council for History Education (2020-2022), professional organization that elevates the importance of teaching through professional learning, community building, and advocacy. Brugar earned her Ph.D. in Curriculum, Instruction, and Teacher Education form Michigan State University. Her research focuses on teacher development, social studies/history education, and interdisciplinary instruction involving inquiry, social studies, literacy, and visual arts. She has published articles in The Elementary School Journal, The Journal of Social Studies Research, and The Journal of Teacher Education.