Skip to content
Volume 101, Issue 3
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402


As the second piece of our year-long inquiry asking “What does it mean to prepare students for civic engagement?,” Tim O’Keefe shares how his second-and third-grade students learn to observe the world more closely and ask critical questions about those things that appear to lack adequate explanation or justice.


Article metrics loading...

Loading full text...

Full text loading...


  1. Hass C. (2020) Social justice talk: Strategies for teaching critical awareness. Heinemann.
    [Google Scholar]
  2. Kelly K., Laminack L., & Vasquez V. (2023) Critical comprehension: Lessons for guiding students to deeper meaning. Corwin Literacy.
    [Google Scholar]
  3. Mills H. (2014) Learning for real: Teaching content and literacy across the curriculum. Heinemann.
    [Google Scholar]
  4. Mills H., & O’Keefe T. (2019) In Stephens D. Harste J. & Clyde J. A. (Eds.), Reading revealed: 50 expert teachers share what they do and why they do it. “Class Journals,” Scholastic, 204–210.
    [Google Scholar]
  5. Mills H., O’Keefe T., & Jennings L. (2004) Looking closely and listening carefully: Learning literacy through inquiry. National Council of Teachers of English.
    [Google Scholar]
  6. Mills H., O’Keefe T., Hass C., & Johnson S. (2014) Changing hearts, minds and actions through collaborative inquiry. Language Arts, 92(1), 36–51.
    [Google Scholar]

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error