Abstract

In a survey we examined 72 primary-level teachers’ reported use of literature in the social studies. Qualitative and quantitative analysis of their responses revealed that even though pre-K through second grade teachers report that they frequently include literature in social studies lessons, the primary categories for usage are literature as a springboard for student activities and literature as a teaching strategy. Fiction tradebooks were used more often than nonfiction, and social studies concepts were a foci for literature-based lessons more often than literary concepts. Issues related to the categories that emerged from the data are discussed.