*kapittel i kompendium
Skolens mål og utforming
*Dewey, J. (2000). Den nye pedagogikk. I S. Vaage (red.) Utdanning til demokrati. Barnet, skolen og den nye pedagogikk. John Dewey i utvalg, 177-213. Oslo: Abstrakt forlag (kompendium)
*Durkheim, E. (1956). Education: Its Nature and its Role. Education and Sociology, 61-90. New York: The Free Press. (kompendium)
*Freire, P. (2003). De undertryktes pedagogikk, kap. 2, 42-60. Oslo: De norske Bokklubbene (kompendium)
Stanley, W.B. (2015). Social studies and the social order: Transmission or transformation? In Parker, W.C. (red.) Social Studies Today: Research and Practice, 17-24. Routledge: New York (Bok)
Danning
Hopmann, S. (2007). Restrained Teaching: The Common Core of Didaktik. European Educational Research Journal. 6:2: 109-124.
Hudson, B. (2007). Comparing different traditions of teaching and learning: what can we learn about teaching and learning? European Educational Research Journal, 6:2, 135-146.
*Klafki, W. (2001). Dannelsesteori og didaktikk: nye studier, 100-160. Forlaget Klim: Århus.
Willbergh, I. (2015). The problems of ’competence’ and alternatives from the Scandinavian perspective of Bildung. Journal of Curriculum Studies, 47:3, 334-354.
Literacy
Austvik, J., Rye, S.A. (2011). Digitale medier, samfunnsfag og samfunnsengasjement. Universitetet i Agder: Kristiansand.
Kahne, J., Lee, N-J., Feezell, J.T. (2012) Digital media literacy education and online civic and political participation. International Journal of Communication, 6, 1-24.
Koltay,T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, Culture & Society 33:2, 211-221
Shanahan, T., Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78:1, 40-59
Muntlighet i samfunnsfag
Gutierrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James brown versus brown v. board of education. Harvard Educational Review, 65:3, 445-471
Hess, D. (2015). Discussion in social studies: Is it worth the trouble? I W.C. Parker (red.) Social Studies Today: Research and Practice, 257-265. Routledge: New York (Bok)
Littleton, K.. (2010). Social interaction and learning. International Encyclopedia of Education, 698-704
Lysaker, O., & Syse, H. (2016). The Dignity in Free Speech: Civility Norms in Post-Terror Societies. Nordic Journal of Human Rights, 34(2), 104-123.
Roser, N.L., Keehn, S. (2002). Fostering thought, talk and inquiry: Linking literature and social studies author(s). The Reading Teacher, 55:5, 416-426
Svenkerud, S., Klette, K., Hertzberg, F. (2012). Opplæring i muntlige ferdigheter. Nordic Studies in Education, 01, 35-49
Kritisk tenkning og samfunnsengasjement
Case, R. (2015). Putting Bloom’s taxonomy to rest. I W.C. Parker (red.) Social Studies Today: Research and Practice, 73-82. Routledge: New York (Bok)
Case, R. (2007). Moving critical thinking to the main stage. Education Canada, 45:2, 45-49
Crocco, M.S. (2015) Using literature to teach about others: The case of Shabanu. I W.C. Parker (red.) Social Studies Today: Research and Practice, 209-216. Routledge: New York (Bok)
*Hunnes, O.R. (2015). Å undervise verdiar og haldningar i samfunnsfag. I K. Børhaug, O.R. Hunnes, Å. Samnøy (red.) Spadestikk i samfunnsfagdidaktikken, 124-142. Fagbokforlaget: Bergen ( kompendium)
Kassens-Noor, E. (2012). Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets. Active learning in higher education 13:1, 9-21
*Langø, M. (2015). Å drøfte i samfunnskunnskap. I K. Børhaug, O.R. Hunnes, Å. Samnøy (red.) Spadestikk i samfunnsfagdidaktikken, 145-158. Fagbokforlaget: Bergen (kompendium)
Lim, L.(2015). Critical thinking, social education and the curriculum: Foregrounding a social and relational epostemology. The Curriculum Journal, 26:1, 4-23
*Nelson, J.L. and Pang, V.O. (2014). Prejudice, racism, and the social studies curriculum. In W. Ross (red.) The Social Studies Curriculum, s. 203-225. Albany: Suny Press (kompendium)
Newmann, F., M. (2006). Higher order thinking in teaching social studies: A rationale for the assessment of classroom thoughtfulness. Journal of Curriculum Studies, 22:1, 41-56.
*Shor, I. (1992). Education is Politics: An Agenda for Empowerment. I Empowering Education: Critical Teaching for Social Change, 11-30. Chicago: University of Chicago Press. (kompendium)
Olson, M. & Zimenkova, T. (2015). (Hidden) normativity in social science education and history education. Journal of Social Science Education 14:1 s. 2-5.
Winans, A.E. (2012). Cultivating critical emotional literacy: Cognitive and contemplative approaches to engaging difference. College English 75:2, 150-170
Den utforskende eleven
Baildon, M. & Damico, J. (2015). Judging the credibility of internet sources. In Parker, W.C. (red.) Social Studies Today: Research and Practice, 246-254. Routledge: New York (Bok)
Blikstad-Balas, M. (2015). ”You get what you need”: A study of students’ attitudes towards using Wikipedia when doing school assignments. Scandinavian Journal of Educational Research, DOI:10.1080/00313831.2015.1066428
Hmelo-Silver, C. E., Duncan, R.G., Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller and Clark. Educational Psychologist 42:2, 99-107.
Kincheloe, J.L., Steinberg, S.R. (1998). Students as researchers: Critical visions, emancipatory insights. In Kincheloe, J.L., Steinberg, S.R. (red.) Students as researchers: Creating classrooms that matter, pp. 2-19, Taylor and Francis: Independence, KY.
Kirschner, P., A., Sweller, J., Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41:2, 75-86
*Krejsler, J. (2001). At undervise gennem selvbestemmelse. Om lærerens praksis i spændingsfeltet mellom social ingeniørkunst og sand dialog. I Kvernbekk, T. (ed) Pedagogikk og lærerprofesjonalitet, 49-65. Gyldendal: Oslo (kompendium)
Schenning, H., Knight, V., Spooner, F. (2013). Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders. Research in Autism Spectrum Disorders, 7, 526-540
*Selwyn, D. (2014). Why Inquiry? In W. Ross (red.) The Social Studies Curriculum, s. 267-287. Albany: Suny Press (kompendium)
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