In today's dominant modes of pedagogy, questions about issues of race, class, gender, sexuality, colonialism, religion, and other social dynamics are rarely asked. Questions about the social spaces where pedagogy takes place -in schools, media, and corporate think tanks -are not raised. And they need to be.The Explorations of Educational Purpose book series can help establish a renewed interest in such questions and their centrality in the larger study of education and the preparation of teachers and other educational professionals. The editors of this series feel that education matters and that the world is in need of a rethinking of education and educational purpose.Coming from a critical pedagogical orientation, Explorations of Educational Purpose aims to have the study of education transcend the trivialization that often degrades it. Rather than be content with the frivolous, scholarly lax forms of teacher education and weak teaching prevailing in the world today, we should work towards education that truly takes the unattained potential of human beings as its starting point. The series will present studies of all dimensions of education and offer alternatives. The ultimate aim of the series is to create new possibilities for people around the world who suffer under the current design of socio-political and educational institutions.For further volumes
Children today live their lives online, which makes information literacy a topic of consideration even in elementary grades. If plagiarism is not addressed in information literacy education, then it may become a problem, even with the youngest children. The purpose of the chapter is to suggest teaching information literacy systematically in elementary schools to help prevent plagiarism later in life. Two major approaches are identified in dealing with plagiarism in elementary schools: legislation and education. While some schools focus on setting up rules that guard and penalize plagiarism, others focus on teaching children why plagiarism is wrong and how to avoid it. Ideas and resources for teachers to use in their classroom are provided. Appropriate instruction in information literacy to prevent plagiarism can be integrated in elementary classes, and more research on plagiarism prevention education in an elementary school context will be beneficial.
To prepare students to fully participate in contemporary media culture, media literacy should be incorporated into the formal education, especially in K‐12 (i.e., US primary and secondary education) and teacher preparation programs. This entry discusses ways in which media literacy education (MLE) in teacher preparation programs provides educators with a deeper understanding of media literacy, critical media literacy, culturally relevant curricula, and integrated approaches that promote media literacy in standards‐based instruction. MLE models and pedagogical instructions that could in principle narrow the gap between digital divides, bridge diverse cultural groups, motivate learners to make connections across various disciplines, and offer more equitable opportunities in multimedia environments were introduced.
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