Disciplinary Literacy in History

Wineburg, Sam; Reisman, Abby

doi:10.1002/jaal.410

Cited by 90 publications

(43 citation statements)

References 18 publications

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“…Historians have their own set of literacy practices, including sourcing, contextualizing, and corroborating (Wineburg, Martin, & Monte-Sano, 2011;Wineburg & Reisman, 2015), which we considered as we developed quad text sets and accompanying activities for social studies.…”

Section: Social Studiesmentioning

confidence: 99%

Building Background Knowledge Through Reading: Rethinking Text Sets

Lupo¹,

Strong²,

Lewis³

et al. 2017

J Adolescent & Adult Lit

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The quad text set framework can assist content teachers in building students' background knowledge, increasing their reading volume, and incorporating complex texts into instruction.A call for continued efforts to improve literacy outcomes for adolescents is standard fare, but exactly what adolescents should read, how much, and how are less clear. As former middle and high school teachers and current university-based literacy researchers, we take the stance that increasing the amount of challenging texts that middle and high school students read has the potential to improve literacy outcomes. However, we know that teachers are often unsure about how to link texts to other curricular objectives. We present a text set framework that allows teachers to plan instruction that meets disciplinary goals while also providing opportunities for students to build their background knowledge through reading. Starting With What We KnowWe started by considering the literature behind the use of text sets. We then thought through factors that impact both comprehension and instruction, including the effects of reading volume and difficulty, and how the use of text sets may help or hinder these challenges. We also considered the actual knowledge and motivational demands on adolescent readers tasked with learning content through high-volume work with texts. Figure 1 presents a visual depiction of the stressors that we saw that influence adolescent reading in school, potentially affecting both attitudes and achievement. We describe these factors to provide background for our decisions. Together, these research strands help teachers consider both students' knowledge and their thinking processes during reading, keeping teachers' attention squarely on what students need to know and do to learn from text.Finally, we developed an approach to text selection and sequencing that puts theory into classroom practice. We worked with teachers to develop texts sets and observed the implementation of our new framework in middle and high school content area classrooms.

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Section: Social Studiesmentioning

confidence: 99%

Building Background Knowledge Through Reading: Rethinking Text Sets

Lupo¹,

Strong²,

Lewis³

et al. 2017

J Adolescent & Adult Lit

View full text Add to dashboard Cite

show abstract

“…More explicitly, disciplinary literacy in history education includes inquiry and author awareness, reading and analysis of various historical source material, writing as an extension of the text engagement, and the use of discussion to elaborate and qualify textual understanding (Giles, Wang, Smith & Johnson, 2013;Moje & Speyer, 2008;Monte-Sano, 2010;Wineburg & Reisman, 2015). It is through these tenants of disciplinary literacy that students engage content in multiple and meaningful ways, connecting content and concepts to working memory.…”

Section: The Influence Of Disciplinary Literacymentioning

confidence: 99%

“…The use of text-dependent instructional strategies, which includes using various source materials, is associated with greater acquisition of content knowledge-providing large-scale support of existing historical epistemologies (Guthrie, Klauda, & Ho, 2012;VanSledright, 2011;Wineburg & Reisman, 2015). Given these findings, perhaps it is time for history education to prioritize disciplinary literacy as a high leverage practice.…”

Section: Encouraging Policy For the Practice Of Text-dependent Instrumentioning

confidence: 99%

“…Within the myriad of factors associated with teaching and learning in history education (Levistik, 2008;VanSleright, 2008), how students are taught, referred to as instructional exposure, affects students' ability to make sense of history. Previous research highlights the importance of inquiry, discipline-specific writing, content literacy, and critical thinking as essential to historical understanding (De La Paz, 2005;Nokes, 2010;Reisman, 2012;Shanahan, 2009;Wineburg & Reisman, 2015). Further complicating students' instructional exposures to history are the various curriculum and content mandates imposed through state policies.…”

Section: Introductionmentioning

confidence: 99%

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An analysis of predictors of history content knowledge: Implications for policy and practice

Fitchett¹,

Heafner²,

Lambert³

2017

EPAA

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Abstract:How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these dimensions, we examined relationships among student sociocultural characteristics, instructional exposure, and school-level variables and US History content knowledge. Using data from the 2010 National Assessment of Educational Progress Test on US History (NAEP-USH), multilevel analyses indicated that while sociocultural indicators (such as race, gender, and socioeconomic status) correlate with achievement, students' Education Policy Analysis Archives Vol. 25 No. 65 2 instructional exposure variables remain significant predictors of history content knowledge. Moreover, school context such as building-level demographics and state testing-policy predict between school variance in content knowledge and moderate the achievement gap. Results also suggest that, while a substantial achievement gap remains, exposure to text-based instructional practices is associated with increased knowledge. Findings from this study have policy implications for the development of a more inclusive social studies curriculum, the advocating of text-dependent instruction as a high-leverage practice among history teachers, and cautious consideration of tests as proxies for accountability in history education. Keywords: history education; social studies education; content knowledge; National Assessment of Educational Progress (NAEP) Un análisis de los predictores del conocimiento del contenido de la historia: Implicaciones para la política y la práctica Resumen: Entender cómo y cuántos alumnos aprenden sobre contenido histórico es un proceso complicado, basado en oportunidades de aprendizaje que los alumnos encuentran, en una política de priorización de la enseñanza de contenido histórico o de ciencias sociales, y en las perspectivas culturales de los alumnos sobre el estudio del pasado. Con el objetivo de entender la relación compleja entre los diversos aspectos en este proceso de aprendizaje, investigamos la relación entre características socioculturales de los alumnos, acceso a este tipo de enseñanza, y variables explicativas de escuelas y del conocimiento de la historia de los Estados Unidos. El resultado de nuestra modelación jerárquica indica que mientras variables socioculturales (raza, sexo y situación socioeconómica) se correlacionan con éxito, con datos de la Evaluación Nacional de la Prueba de Progreso Educativo en Historia Americana (NAEP-USH, por sus siglas en inglés) Académico, las variables de acceso a este tipo de enseñanza son parámetros importantes para el conocimiento del contenido histórico. Además, variables sobre la escuela, por ejemplo demografía de la escuela y políticas estaduales en cuanto a pruebas académicas, son parámetros relevantes en el análisis de varianza en con...

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“…Termed ethos in rhetorical studies, source credibility is a crucial facet of critical analysis. Wineburg and Reisman () said that “sourcing is the touchstone that distinguishes expert from novice practice” (p. 636). Yet, how often do we consider our own credibility and its effect on student learning?…”

mentioning

confidence: 99%