Understanding what it means for high school students to be proficient readers is anything but straightforward.
For young learners, essential skills include fluency and comprehension of vocabulary suitable for their age.
Alongside these basics, they also need more advanced capabilities.
Disciplinary Literacy in Historical Context
One crucial area of focus is disciplinary literacy.
This concept acknowledges that each academic subject—be it history, science, or literature—has unique methods for communicating ideas.
In October, Education Week published a comprehensive report on ways to enhance disciplinary literacy among older students and organized a relevant forum on December 12.
The discussion brought together insights from two experts: Joel Breakstone, co-founder and executive director of the Digital Inquiry Group, which is dedicated to advancing social studies curricula, and Matt Sekijima, a social science teacher within the Los Angeles Unified School District, who also lectures in UC Irvine’s Master of Arts in Teaching Program.
Key Takeaways from the Experts
Here are four key takeaways from their engaging conversation.
Breakstone pointed out that historians analyze historical texts in ways that differ significantly from typical high school students.
Research by Sam Wineburg, another co-founder of the Digital Inquiry Group, showed that many students tend to read texts in a linear fashion, primarily concentrating on the information presented.
In contrast, historians adopt a more critical method.
They consider factors like the authorship, historical context, and purpose of a document before delving into its content.
This perspective allows historians to understand how the context of an event influences the information being shared.
Implementing this analytical reading approach in education involves encouraging students to think about the circumstances surrounding a document’s creation.
For example, Breakstone suggests that when students examine a diary entry by British officer Lt.
John Barker from 1775, they should reflect on prior events like the Boston Massacre and its subsequent trial.
Understanding this context can shed light on Barker’s mindset and enhance their grasp of the diverse viewpoints that shape historical narratives.
Critical Skills for Modern Literacy
Sekijima advocates for students to dissect texts critically by questioning the author’s background and identifying any biases present.
He stresses the importance of recognizing that multiple perspectives can coexist within a single narrative.
Students should come to terms with the fact that all sources are inherently biased; thus, they must learn to evaluate a source’s relevance rather than dismiss it outright.
Breakstone emphasizes the need for teachers to present primary historical documents in a way that resonates with young learners.
Since these materials were not originally intended for their audience, educators must scaffold their instruction to help students navigate and interpret these texts effectively.
Both Breakstone and Sekijima argue that the investigative skills students acquire through examining sources are applicable outside the realm of history.
These skills prove invaluable when assessing various types of information—both historical and current.
For instance, Sekijima has students investigate the homepages of different news websites after a presidential debate.
This assignment teaches them to analyze which information is highlighted or obscured, and how different media outlets shape perceptions of candidates, illustrating the profound impact media has on public opinion.
The significance of these analytical skills becomes even more apparent when students encounter conspiracy theories or misinformation.
Sekijima challenges them to verify information sources, bridging classroom learning with real-world experiences.
This practical approach underscores the necessity of critical literacy, showcasing how skills learned in school have immediate applications in everyday life.
Source: Edweek