Engaging Literacy Experiences in History Classrooms: A Multiple Case Study of Novice Teachers’ Beliefs and Practices

Howard, Christy; Adams‐Budde, Melissa; Lambert, Claire; Myers, Joy

doi:10.1080/19388071.2020.1779878

Cited by 4 publications

(6 citation statements)

References 25 publications

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“…Literacy strategies and approaches, whether content-area or disciplinary, can successfully be used as "not a means unto themselves" but in the service of disciplinary learning (Learned 2018, p. 202). Hence, instead of addressing literacy as something to be "inserted" or "integrated" into subject-area lessons (see Howard et al 2021;Orr et al, 2014), we view it as an inseparable part of understanding any subject-area.…”

Section: Discussionmentioning

confidence: 98%

“…These two forms of literacy are not mutually exclusive (Howard et al 2021;Moje, 2011;Reisman, 2012;Schleppegrell, 2004). Literacy progression models advocating disciplinary literacy (Fang, 2012;Shanahan & Shanahan, 2008;VanSledright, 2002) recognize the importance of developing basic reading, writing and comprehension strategies but underscore the importance also introducing disciplinary literacy practices as the latter will benefit the former.…”

Section: Disciplinary Content-area and Cultural Literacymentioning

confidence: 99%

“…• Working with multiple historical sources, emphasis on primary sources, whether written or visual • Identifying texts as primary and secondary sources • Introducing multiple perspectives and questioning the authority of single narratives (textbooks, teacher) • Exposing students to the language of historical knowledge • Favoring classroom activities requiring students not only to collect information but to construct knowledge • Providing procedural knowledge Most of the literacy-related research in history education concerns the secondary level (e.g. Howard al, 2021;Learned 2018;Masuda, 2014;Nokes, 2010;Paxton, 1997;Reisman, 2012Reisman, , 2015; only a few have focused at the elementary level (Hughes, 2021;Khawaja, 2018;Nokes, 2014;Stolare, 2017;VanSledright, 2002). The focus has mainly been on students' ability to think historically (e.g.…”

Section: Historical Literacy As a Form Of Disciplinary Literacymentioning

confidence: 99%

“…Downey & Long, 2016;Fang 2012;Faggella-Luby et. al., 2012;Howard et al, 2021;Shanahan & Shanahan, 2012;Moje, 2008;Nokes, 2010). Revolving mostly around the concepts of disciplinary and content-area literacy, the discussion has introduced differing views about, for example, when and in which way these literacies should be developed.…”

Section: Introductionmentioning

confidence: 99%

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Nature of Literacy Instruction in Elementary School History Lessons

Khawaja

Puustinen

2022

L & L

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This paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a textbook while primary sources were few. The textbook was typically addressed as a neutral source of information. Teachers used visual texts only briefly and to support an existing narrative. None of the teachers modeled reading strategies specific to history. The teacher profiles suggest diverse approaches to literacy but the practices used by teachers point more to content-area and cultural literacy than disciplinary literacy. Implications for elementary literacy and history instruction are discussed.

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Section: Discussionmentioning

confidence: 98%

Section: Disciplinary Content-area and Cultural Literacymentioning

confidence: 99%

Section: Historical Literacy As a Form Of Disciplinary Literacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Nature of Literacy Instruction in Elementary School History Lessons

Khawaja

Puustinen

2022

L & L

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“…Data were drawn from a larger study of novice teachers’ transition from teacher education programs to the classroom (Adams-Budde et al, 2021; Howard et al, 2021; Myers et al, 2022). While previous publications considered new elementary teacher development more broadly or presented cases from secondary teachers, in this analysis, Bakhtin's (1981) notion of authoritative and internally persuasive discourse guides the analysis of language through which four novice elementary teachers mediated their literacy experiences.…”

mentioning

confidence: 99%

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Lambert

Myers

Howard

et al. 2023

Journal of Literacy Research

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Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed.

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