Tamara Shreiner

Associate Professor of History/Social Studies Education
Director of CLAS PK-12 Initiatives
Director of the Pedagogical Content Knowledge for Elementary Teaching (PCKET) Program
Mackinac Hall D-1-214
[email protected]
College of Liberal Arts & Sciences Website
(616) 331-8568

Professor Shreiner's Curriculum Vitae

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

Research Interests: My research focuses on disciplinary literacy in history with an emphasis on data literacy. I study how historians, social studies teachers, and students analyze and reason with data visualizations such as maps, graphs, and timelines, and how such reasoning supports historical thinking and civic engagement. 

Selected Publications:

Shreiner, T. L. (2024). Teaching Data Literacy in Social Studies: Principles and Practices to Support Historical Thinking and Civic Engagement. Teachers College Press.

Shreiner, T. L. (2023). Teaching Data Literacy for Civic Competence: The Social Studies Teacher's Crucial Role. Social Education, 87(4), 262-269.

Shreiner, T. L. (2023). Uncovering the Discipline-Specific Value of Data Visualizations in World Historical Writing. World History Connected, 20(1). https://doi.org/10.13021/whc.v20i1.3523

Shreiner, T. L., & Guzdial, M. (2022). The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studies. British Journal of Educational Technology, 53(5), 1134-1158. https://doi.org/10.1111/bjet.13255

Shreiner, T.L. & Dykes, B.M. (2021) Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge, Theory & Research in Social Education, 49:2, 262-306, DOI: 10.1080/00933104.2020.1850382

Shreiner, T. L. (2020). Building a data-literate citizenry: How U.S. state standards address data and data visualizations in social studies. Information and Learning Sciences, 121(11/12), 909-931. https://doi.org/https://doi.org/10.1108/ILS-03-2020-0054 

Shreiner, T.L. & Zwart, D. (2020). It’s just different: Identifying features of disciplinary literacy unique to world history. The History Teacher, 53(3).

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.