Improving civics knowledge and media literacy

Through civics education, people acquire an understanding of governance and how to become active participants in democratic processes. Acknowledging a need to increase this knowledge among youth, the U.S. Department of Education last year awarded 25 grants to support civics-focused projects around the country, including one at Arizona State University.

Project ACCLaIM: Advancing Civics Curriculum Learning through Instructional Microcredentials is now being offered as a professional learning specialization for K–12 educators in civics, history and media literacy.  Educators can take individual courses, or the entire nine-course specialization, which in certain cases can be applied to an MA in Education degree. 

Lauren Harris, an associate professor of history education at ASU’s Mary Lou Fulton Teachers College who holds a joint appointment with ASU’s School of Historical, Philosophical and Religious Studies, is leading the project. In this Q&A interview, Harris and her grant colleagues Tara Bartlett, MLFTC clinical assistant professor, and Kristy Roschke, former director of News Co/Lab at ASU’s Walter Cronkite School of Journalism and Mass Communication, explain the project’s goals and how educators can participate.

Why is this specialization important? 

Harris: All 50 states have K–12 social studies standards that include history, civics and government; however, these standards vary widely, and scores in history and civics have been declining, as demonstrated through recent National Assessment of Educational Progress exam results. Surveys by organizations such as the U.S. Chamber of Commerce, and the annual Annenberg Public Policy Center also indicate a lack of basic U.S. civic knowledge. 

However, these reports often focus on tests of factual knowledge of civics and history. Another aspect of being civically involved is being able to both access and assess information, and that has become increasingly complex due to a range of factors that include a proliferation of online content and emerging generative AI technologies. What this means is that educators are increasingly seeking guidance on how to strengthen students’ research, reasoning and media literacy skills as part of their civic development. These skills are essential and applicable to many other academic subject areas, not just civics and history education.

How does this grant project aim to address these needs?  

Harris: Project ACCLaIM (Advancing Civics Curriculum Learning through Instructional Microcredentials) has been designed to help educators strengthen civics, history and media literacy education for students of all backgrounds, though our grant focus is on underserved communities. This grant addresses a need we have heard from educators directly and indirectly. For example, a RAND Corporation survey found that 80 percent of American social studies teachers do not feel well-prepared to support students’ civic learning and are seeking instructional materials, professional development and training. Educators do not need to be civics or history teachers to benefit from the program, though that is where we see the initial need. Our first cohort of program participants include educators who teach a range of subject matters, such as art, English and science, from all K–12 grade levels. 

How does this course address current approaches to civics education? 

Bartlett: At its start, the U.S. education system was based on the idea that public schools should prepare students to be civically engaged in the country’s developing democracy. Over time, priorities shifted, along with resources, as schools put a greater focus on standardized testing of subject areas, including civic education. For example, while 31 states require a one-semester high school civics course and six require a full-year course, the majority of states rely on a standardized test modeled after the U.S. Citizenship test to demonstrate civic proficiency. However, the rote memorization of static facts and figures has shown to be insufficient in equipping young people with the knowledge, attitudes and skills needed to be civically engaged, namely in voter turnout. 

Civics education is one of the areas where we have seen bi-partisan support among legislators to make civics more accessible, student-centered and project-based. Project ACCLaIM builds on these efforts. Courses include topics such as ways to build classroom community to foster an open classroom climate for civic discourse; develop critical thinking, reasoning and decision-making skills; and teaching the structures of discussion, deliberation and debate. 

How does media literacy apply to civics education?

Roschke: Educators in our first cohort have found the courses about media literacy, which includes strengthening critical thinking skills, particularly useful. We built these sections on the work done in the News Co/Lab, an initiative housed within the Walter Cronkite School of Journalism and Mass Communication. The courses are focused on navigating different aspects of the information landscape, including news and social media. Figuring out where information comes from, and how it is sourced, and evaluating alternative viewpoints is an important part of the process of supporting an informed and actively-engaged population.  

What are ways that educators can apply what they learn into the classroom? 

Harris: Each course incorporates examples and resources that educators can use to guide students in civics, history and media literacy-related instruction. The final course includes a capstone project that gives educators the chance to teach a project that aligns with school and academic objectives. Examples of work from the first cohort include a first-grade research project on the history of transportation in the United States and an eighth-grade project where students plan and run a school-wide mock election.

Educators are telling us that after taking the courses they feel more supported in guiding activities and discussions in areas where they may not have had that kind of prior preparation. Through this knowledge, they can help students develop a deeper understanding of civics and history and their role as engaged, informed members of our society. 

LEARN MORE

Educators can take individual courses or the entire specialization. In some cases, course credit can also be applied toward an MA in education degree. Here are the options:

• Instructor-facilitated format: Educators can apply to take the fully online specialization (which includes nine, one-credit courses) through an instructor-facilitated format that lasts approximately nine months. Up to 175 educators can pursue the specialization at no cost, as part of the three-year grant. Credit can then be applied towards an MA in education degree for educators who complete the entire specialization. To apply, fill out this form: https://airtable.com/appHkK2RGYKwp9Xtm/pagZVxBf5guU0ovsx/form 
• Individual courses with micro-credential options: Educators seeking greater flexibility with course time to completion can take  individual courses through the ASU Professional Educator Learning Hub. These courses are self-paced, and can be combined with stand-alone micro-credentials. Educators may be eligible for free tuition vouchers. 

• For questions, please contact: Lindsie.Spengler@asu.edu