Tamara Shreiner - D-1-214 MAK, (616) 331-8568, firstname.lastname@example.org College of Liberal Arts & Sciences Website
Associate Professor of History; Assistant Dean for Curriculum Approval, Content Teacher Education and Assessment; Director of Comprehensive Science & Arts for Teaching (CSAT) Major
Fields: Social Studies Education, Museum Education
Degrees: Ph.D., M.A., University of Michigan
Graduate Certificate in Museum Studies, University of Michigan
B.S., Eastern Michigan University
I am interested in the ways that people construct an understanding of the past across different scales of time and space, as well as the ways people use historical thinking and literacy skills to make sense of and reason about contemporary political and civic issues and information. My current scholarship focuses on teaching and learning in world history, and how people make sense of and use data visualizations as part of the historical and civic inquiry processes.
Shreiner, T.L. & Zwart, D. (forthcoming, May 2020). It’s just different: Identifying features of disciplinary literacy unique to world history. The History Teacher.
Shreiner, T. L. (2020). Turning on the Historian’s Macroscope: A Call to Foreground the Teaching and Learning of Data Visualizations in World History Education. World History Connected, 17(1). Retrieved from https://worldhistoryconnected.press.uillinois.edu/17.1/shreiner.html
Shreiner, T.L. (2019). Students’ use of data visualizations in historical reasoning: A think-aloud investigation with elementary, middle, and high school students. The Journal of Social Studies Research, 43(4), 389-404.
Shreiner, T. L. (2018). Data literacy for social studies: Examining the role of data visualizations in K-12 textbooks. Theory & Research in Social Education, 46(2), 194-231.
Shreiner, T. L. (2018). Preparing social studies teachers for the challenges and opportunities of disciplinary literacy instruction in a changing world. In C. Martell (Ed.), Research in social studies teacher education: Critical issues and current perspectives (pp. 47-68). Charlotte, NC: Information Age Publishing.
Shreiner, T. L. (2017). Globalize it! Using a U.S. history museum to tell the global story of the Industrial Revolution. In G. P. Andrews & Y. D. Wangdi (Eds.), The role of agency and memory in historical understanding: Revolution, reform, and rebellion (pp. 349-363). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Shreiner, T.L. (2017). Helping students use world historical knowledge to take a stand on a contemporary issue: The case of genocide. The History Teacher, 50(3), 359-380.
Harris, L.M, Shreiner, T.L., and Hoelting, M. (2017). Examining the PCK and planning phases of an ambitious world history teacher. Journal of Social Studies Research, 41(2), 117-130.
Shreiner, T. L. (2014). Using historical knowledge to reason about contemporary political issues: An expert-novice study. Cognition and Instruction, 32(4), 313-352.
Harris, L. M., & Shreiner, T. L. (2014). Why can't we just look it up? Using concept formation lessons to teach global patterns and local cases in world history. World History Connected, 11(2). Retrieved from http://worldhistoryconnected.press.illinois.edu/11.2/harris.html