Observing Literacy Practices in History Classrooms

Abstract

History teachers are faced with numerous literacy-related decisions about the types of texts they use and how students are taught to learn with texts. Teachers' decisions about texts and instruction reflect their knowledge of historical inquiry processes and attitudes about the purpose of history instruction, specifically whether instruction on historical processes should be integrated with instruction on the historical narrative. Eight high school history teachers were observed over a three-week period to assess their literacy-related decisions. Records were kept of the texts they used and the activities and instruction they provided in association with various types of texts. Frequency counts were made for each teacher for different texts and activities, and comparisons were made across teachers. Additionally, an analysis was conducted to assess the way different texts were used. Results indicated that teachers relied heavily on textbooks and general literacy instruction, such as worksheets and vocabulary training. History-specific literacy instruction did not occur, even when teachers used primary source materials. Primary sources were used most often to illustrate points the teacher made during lecture. Teachers rarely provided multiple-text activities for their students. The results revealed a lack of integration of historical process instruction in these classrooms.