Re-visiting Historical Literacy: Towards a disciplinary pedagogy

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    Abstract

    The inclusion of History in the first phase of the Australian Curriculum rollout illustrates the importance placed on the subject in the national conversation. However, there remains much debate about just what the role of history is in the curriculum, and exactly what it means to teach history. Recognising that these issues may be unfamiliar to many middle years teachers, this paper introduces the ideas of Historical Literacy, Historical Thinking and Historical Consciousness. It then looks at how each of these concepts helps teachers understand the disciplinary characteristics of history in order to introduce the idea of a disciplinary approach to teaching history. Finally, the characteristics of a disciplinary literacy are explored through the example of two recent research projects, one using technology and the second using historical documents.
    Original languageEnglish
    Pages (from-to)15-24
    Number of pages10
    JournalLiteracy Learning: The Middle Years
    Volume21
    Issue number1
    DOIs
    Publication statusPublished - 2013

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    keywords = "Historical Literacy, Thinking, Consciousness",
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    Re-visiting Historical Literacy: Towards a disciplinary pedagogy. / ROBERTS, Philip.

    In: Literacy Learning: The Middle Years, Vol. 21, No. 1, 2013, p. 15-24.

    Research output: Contribution to journalArticle

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