Striving for Disciplinary Literacy Instruction
Cognitive Tools in a World History Course
Bibliographic Data
| ID | 11070814 |
|---|---|
| Authors | Brian Girard (0000-0001-9398-2987, College of New Jersey, corresponding author), Lauren McArthur Harris (0000-0002-0620-2215, Arizona State University) |
| Year | 2012 |
| Volume | 40 |
| Issue | 3 |
| Pages | 230-259 |
| Publication date | 2012-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2012.705183 |
| OpenAlex | W1978712503 |
| Language | EN |
| Citations received | 1 |
| References cited | 25 |
The authors present a case study of a world history teacher's mediation of her students' world historical thinking and writing through unit-level cognitive tools. They analyze both scaffolding and disciplinary tools that the teacher constructed for her students in order to improve their world historical thinking, and the degree to which the students used these supports. Ms. Stark's World History classroom and her teaching provide an instructive case that highlights potential avenues for supporting the development of historical disciplinary literacy and gives insight into the challenges in helping students make sense of large amounts of time and space in world history. This article corroborates research on the challenges of using scaffolding tools to teach history and the complexity of teaching disciplinary literacy, and illustrates the importance of close examinations of how teachers scaffold student acquisition of important disciplinary tools that support their thinking and writing in history in general and world history in particular
Discipline · Historical Thinking · Literacy · Mathematics education · Mediation · Pedagogy · Social science · Social studies · Sociology · Teaching method · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Innovative Teaching Methodologies in Social Sciences · Psychology
Navigating World History
Communities of Practice
Constructing arguments from multiple sources
Chapter 1 Developing Socially Just Subject-Matter Instruction
Science, Curriculum, and Liberal Education
Mind as Action
Teaching Disciplinary Literacy to Adolescents
Ethnography
What Is Disciplinary Literacy and Why Does It Matter
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
Beyond Reading Comprehension and Summary
Power and Liberty
Pedagogical Content Knowledge for World History Teachers
What Leads to the Fall of a Great Empire? Using Central Questions to Design Issues-based History Units
Observing Literacy Practices in History Classrooms
Comparing Teachers' Strategies for Supporting Student Inquiry in a Problem-Based Multimedia-Enhanced History Unit
Qualities of Historical Writing Instruction
On the Reading of Historical Texts
The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity
| Citations per year | 0.14 |
|---|---|
| Citation span | 2019 - 2019 (1) |
| Highly cited | No |