Using found poetry to cultivate student literacy, empathy, and creativity

Abstract

Purpose The emphasis on primary sources and disciplinary literacy skills in not only the Common Core State Standards, but other national curricula (i.e. College Board exams and the NCSS C3 Framework) requires that teachers continue to find ways to integrate these skills into their elementary and secondary classrooms. The paper aims to discuss this issue. Design/methodology/approach This paper introduces a cross-disciplinary approach that integrates primary source reading skills and the arts to cultivate student literacy and creativity though the writing of found poems. Findings Found poetry activities based on social studies primary sources allow students to practice literacy skills, engage more deeply with social studies content, and also may encourage the development of historical empathy toward the experiences and perspectives of distant peoples and events. Practical implications After reading and analyzing primary sources, students can create and present their found poems in diverse formats which allows for student expression and creativity in the classroom. Teachers can easily modify found poetry activities to meet the needs of diverse learners. Originality/value This paper fulfills the identified need to increase literacy skills and incorporate more student participation in the classroom. Using the strategy of student-inspired found poems, primary sources become more tangible and meaningful to students. Found poems offer yet another way to integrate the arts into social studies education.