Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom
Bibliographic record
Abstract
For much of their careers, Baildon and Damico have examined the intersection of social studies, literacy, and technology.In Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom, the authors further clarify the key concepts that buttress their claim that 21 st century classrooms call for a new genre of skills.Emphasizing that "social studies can help students develop the knowledge and the interpretive, reflective, and deliberative practices necessary to make sense of new historical realities" (p.11), the authors acknowledge and contribute to the long history of calls for issue-centered, discourse-based instruction through their "viable vision" (p.159) of what inquiry should look like in these new times.Baildon and Damico divide their book into three parts, the first of which provides a theoretical foundation for their arguments.The authors frame their understanding of new times primarily by Appadurai's (1996) Five Dimensions of Global Flows: technoscapes, financescapes, mediascapes, ideoscapes, and ethnoscapes.Using Singapore as an example, the authors illustrate how the "transnational flow of goods, people, and ideas, new identity movements and cultural politics, the information society and knowledge economy, new technologies and fast capitalism, and increasing inequality and uneven development" (p.13) are both causes and consequences of globalization and require new policies and practices on the part of governments and schools.These new practices expand on the understanding of social studies as inquirybased social practices to enable students to better grapple with our "complex interconnected world" (p.25) by identifying critical, multimodal, and action-oriented new literacies as essential elements in learning.Drawing upon work in critical literacy, the authors define new literacies as socially situated, critical practices that are informed by cultural and historical forces along with technological change.Therefore, they argue, educators "need to be concerned with teaching students how to be continuously [emphasis in original] literate, helping them learn new literacies called for by new technologies as they continuously develop" (p.31).The authors hope these literacy practices not only help readers recognize the lenses through which they read, but also lead to an "individual and collective understanding . . . in ways that can lead to transforming unjust and inequitable social conditions" (p.32).The ultimate result, according to the authors, is relational cosmopolitanism, a term that 520
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.013 | 0.058 |
| Scholarly communication | 0.031 | 0.014 |
| Open science | 0.001 | 0.016 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.009 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".