Historical Literacy Research Articles

LAIKO JUOSTOS UŽDUOČIŲ TAIKYMAS MOKANT SUPRASTI ISTORINĮ LAIKĄ PRADINĖS MOKYKLOS TREČIOJE KLASĖJE

School history content in recent years has been shifting away from the "grand" story of history towards historical literacy, based on critical thinking and historical research skills. This encourages the explora-tion of the possibilities of developing these skills from primary school onwards, using a variety of ac-tive learning methods in social education classes. The aim of the study was to determine whether the targeted use of timeline tasks in the educational process can improve the historical time comprehension skills of third grade pupils in Lithuanian primary schools. The focus of the study was the use of timeline tasks in the understanding of historical time. The aim of the study was to explore the changes in the historical time comprehension skills of 3rd grade pupils in a primary school when timeline tasks are purposefully applied in the educational process. An action re-search study was carried out, 16 educational activities were organized in two primary school third grade classes. In one classroom, 8 activities involved the purposeful use of timeline tasks. Students' historical time comprehension skills in the category of timeline application were assessed through quantitative and qualitative content analysis of the questionnaires completed by students. It was found that before the educational activities, some of the pupils in grade 3 had not reached the level of devel-oping understanding of historical time at level A in the category of application of the timeline. A com-parative analysis of the data after the educational activities showed that the pupils in Class X who worked on the timeline tasks during the educational activities achieved higher results than their peers in Class Y who did not work on the timeline tasks during the educational activities. The results of the study suggest that the use of timeline activities in history learning enables students to better orient themselves in historical time and to achieve higher learning outcomes. Keywords: understanding historical time, timeline application, primary education, action research

실천적 역사인식으로서 역사 문해력의 성격과 구성요소

This study aims to elucidate the nature and elements of ‘historical literacy as practical historical consciousness’. The practicality discernible in historical texts can be divided into the practicality of historical agents, text authors, and learners. ‘Reading the practicality of the historical agent’ is to explore the purpose he/she wanted to achieve through the recognition of the historical situation and the analysis of his actions. ‘Reading the text author’s practicality’ focuses on inferring why the author selected the contents in the text and construct the text in such way. ‘Reading the learner’s practicality’ is reading the text in light of the social problem he/she is trying to solve. These aspects of practicality and the interaction between knowledge, inquiry and historical consciousness must be considered and the critical perspective should be involved in extracting the elements that constitute historical literacy. This study’s attempt to concretize the meaning of historical literacy around practicality may offer meaningful insights for reconstructing the teaching and learning of historical literacy around activities connected to students’ lives.

Children’s Historical Literacy Improvement Program for The First Graders at Brawijaya Smart School

This community service aimed to improve the historical literacy of the firstgradestudents at the Elementary School of BSS (Brawijaya Smart School) regardingthe history of Malang. BSS Elementary School is located in Malang City, East Java.The community service activity consisted of writing and publishing a book about oneof the cultural heritages of Malang, distributing it to the first graders, and organizinga storytelling performance based on the book. The community service team chosethe classical history displayed in the Jago Temple, built in the 13th century during theSinghasari period. The temple is located in Malang Regency. This activity received agood response from the homeroom teacher and the first-grade students of the BSSelementary school. The students expressed their interest in learning more about thehistory of Malang. It can be concluded that this community service has been successfulin improving the historical literacy of the students about their city.

Historical narratives: how Portuguese students aged 10 and 15 make use of national history

The main purpose of this study is to demonstrate how students make use of their knowledge about national history, while considering relevant perspectives in history education about the development of historical consciousness. A total of 103 students attending the sixth or the ninth grade in Portuguese schools were asked to ‘spontaneously’ write about the history of Portugal. This allowed the understanding of their historical literacy and the identification of the development of their historical consciousness. The data analysis was mainly based on a qualitative approach inspired by the grounded theory, carried out through a process of coding of the narrative elements in order to find meanings on conceptual trends. Generally, the results suggest the prevalence of similar schematic templates in the students’ narratives. At the same time, the research process highlighted two main categories: the assumption of a certain national identity and the understanding of intertemporal relations for personal orientation. Within the former, students either appear tied to fixed conceptions of the past, more often in the sixth grade, or to present a more historically balanced pattern, although still somewhat ethnocentric. In the latter, the idea of connecting the past and the present appears to be the overall trend, particularly in the ninth grade.

ЗА НЕКОИ ОСОБЕНОСТИ НА ЕРОВИТЕ ВО ЗОГРАФСКОТО ЕВАНГЕЛИЕ

Church Slavonic manuscripts of Macedonian origin created in medieval Macedonian churches and monasteries are of particular importance for the history of Macedonian literacy and for Slavic science in general. Slavic parchment manuscripts with their archaic nature, language peculiarities and diverse content represent a rich Macedonian manuscript heritage. The Zograph Gospel is an ancient Macedonian manuscript with an extremely significant cultural movable and immovable Macedonian heritage, as it is one of the oldest preserved monuments of culture that originates from the Xth or the beginning of the XIth century and is written in the verb script, the original script in which they created the holy brothers St. Cyril and St. Methodius. In our essay, we paid attention to some of the orthographic-phonological peculiarities in original excerpted examples with a contextual display of the verb/Cyrillic script, which represents the beginning of this type of study in Macedonian Slavic studies.

Editorial: Memory from Below

The editorial provides an overview of this issue of the Journal of Early Modern Studies. First it lays out the research questions that were at the origin of the project. Then it sketches out its conceptual and historiographical armature, pointing to some classical and recent arguments about memory, the history of literacy, and popular writing. Finally, this essay surveys the structure of the special issue and summarizes the object and argument of each one of the fifteen contributions.

Historical Literacy in Social Studies Learning at Junior High School: Analysis of Implementation and Challenges

Historical Literacy in Social Studies Learning at Junior High School: Analysis of Implementation and Challenges

Development of an E-book on Community Life Styles in the Preliterate Period Through Discovery Learning to Increase Historical Literacy in State Vocational School Students in Central Lampung Regency

In this research, the author summarizes the objectives of 1) Knowing the learning media needed to increase historical literacy among students at State Vocational Schools in Central Lampung Regency, 2) Knowing e-book learning media that are suitable for implementation in the learning process at State Vocational Schools in Central Lampung Regency, 3) determine the effectiveness of the E-Book learning media on the history of people's life patterns during the preliterate era through Discovery Learning to increase the historical literacy of State Vocational School students in Central Lampung Regency. Then the author researched using the R&D method by adapting the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The ADDIE development model adapted by Branch (2019) consists of five stages, namely analyze, design, develop, implement and evaluate. The increase in students' historical literacy can be measured using the N-Gain test which aims to determine the increase during the pre-test and post-test. The N-gain test results in the large group trial were 0.53 in the medium category. In the effectiveness testing process, experiments were carried out with pre-post tests on the experimental class. From the results of the experimental class, there was an increase in students' pre-post test scores. So the conclusion is that E-Books can be used and effectively increase students' historical literacy.

Historical literacy and narrative didactic approach with a critical sense

The purpose of this article is to outline the importance of a historical literacy with a narrative approach provided with a critical sense. It begins by characterizing conceptual aspects of school literacy and disciplinary literacy; In the same way, the treatment of historical literacy in the school domain is characterized, especially with regard to the didactic use of narrative writing. It continues to highlight the relevance of applying the narrative approach to address expressions of the historiographical genre that claim the narrated lifeof the subjects; and it is justified that The New Studies of Literacy and critical literacy, in addition to providing didactic tools in this sense, these can favor the mobilization of interests for social transformation from the knowledge of history and community literacy practices.

Second-Graders’ Historical Reading, Thinking, and Writing About Rosa Parks

Second-graders engaged in complex reading, writing, and thinking about Rosa Parks and the Montgomery Bus Boycott. Close readings of secondary and primary sources situated students to discover incongruencies between what is reported within trade-books and what is revealed within historical documents. Scaffolding directed students’ scrutiny of secondary sources for historical gaps and of primary sources for historical significance. The scaffolding was differentiated for both text-based and visually oriented primary sources. The assessment—creation of a faux primary source—was discipline-specific and completed through peer- and teacher-led review. Students demonstrated historical literacy, thinking, and argumentation during different phases of this guided inquiry. Teachers and researchers can gain rich, nuanced understandings from examining classroom-based learning.

From writing to record-keeping: a study of York’s civic administrative literacy, 1272–1307

Abstract Using York during the late thirteenth and early fourteenth centuries as a case-study, this article discusses a pivotal aspect of the development of civic administrative literacy: the inception of record-keeping. Previous historians have failed to note the evident advancement in York’s civic administrative literacy during the late thirteenth century, and they have usually dated the earliest surviving urban records to the mid-fourteenth century. By comparing different classes of civic and ecclesiastical records, this article reveals that York’s civic administration was in fact engaged in archival preservation from the late thirteenth century. In addition, by examining evidence that appears sporadically in royal archives, this article argues that the commencement of York’s urban archive was significantly influenced by the policies and archival activities of the royal government. Overall, this article aims to contribute to the literature on the early history of civic administrative literacy.

The Effect of STEM-based History Podcast Media on Literacy in Digital Era through ICT Courses for History Education Students

Only now has learning by mainstreaming authentic educational skills yet to exist. By following mechanical advances, learning media are increasingly diverse, including web transcription media that can be used as learning media in the classroom. Authentic digital recordings with STEM awareness so that learning can begin in a multi-teacher manner to prepare students for demonstrable proficiency abilities. This study aims to determine the effect of using STEM-combined verification digital broadcast media on the verification abilities of students in ICT courses. The strategy used in this exploration is a semi-exploratory technique using a quasi-experimental nonequivalent control group design with two classes: a control class and an experimental class. Based on the analysis of the information obtained, the test value of the habit test (pretest-posttest) obtained an x2table value of 11.07 with a significance level of 0.05. The experimental class pretest x2count value was 10.92, the control class pretest x2count was 0.87, and the experimental class posttest x2count value was -18.81. The control class posttest x2count value was 4.22, the pretest-posttest data homogeneity test results obtained a Ftable 1.73 with a significance level of 0.05, the pretest Fcount value was 1.31, and the posttest was 1.57. The posttest data showed that the tcount value of 3.32 was not the same as the ttable value of 1.67, so Ho was rejected. H1 was accepted. STEM-based historical podcast media influences historical literacy skills in ICT History Education students.

Research on Multi-Field Integration Method of Chinese Social History Education in the New Period

Issues related to history education have received much attention, but there are still deficiencies in the discussion of how to achieve lifelong learning in history education. This paper analyzes the important role of social history education in improving personal historical literacy and building a learning society. It is concluded in this paper that social history education, as an important part of history education, has not been paid enough attention, and the methods tend to be old and monotonous, but social history education plays an important role in the process of building a learning society. The methodology of multi-field integration can effectively solve the problems existing in social and history education at the present stage, which has a high feasibility. This paper puts forward the following suggestions. With the Social History Education Museum as the carrier, the cultural and historical scenic spots are innovated in form and content. Based on career diversity, natural science, social science, art, and other disciplines are integrated to build a more macro and complete knowledge system, make up for the monotony in history education, and finally build a social form of lifelong learning for the whole people.

Revitalizing Historical Learning: Integrating Practical Methods in History Education Curriculum

This abstract proposes a paradigm shift in history education by advocating for the integration of practical methods into the curriculum. Recognizing the limitations of traditional classroom-based approaches, this research explores innovative techniques that immerse students in historical contexts, fostering deeper engagement and understanding. By incorporating hands-on experiences such as archival research, site visits, and reenactments, educators can create dynamic learning environments that stimulate critical thinking and empathy. This study aims to assess the effectiveness of these methods in enhancing historical literacy and cultivating a lifelong appreciation for the past among students. Through a combination of qualitative and quantitative analyses, it seeks to provide insights into best practices for revitalizing history education in the 21st century.

BETWEEN METHODS AND BOOKLETS

In different moments of the historical context of literacy in Brazil, advocates of methodologies considered innovative, aimed to homogenize the process, aiming at overcoming the traditional. Various practices, methods, booklets, programs, and actions were widely disseminated, which today constitute research topics in the History of Education. In this sense, we aim to demonstrate the state of the art of scientific articles referring to the History of Literacy, published in the Brazilian Literacy Magazine, between 2015 and 2022. The investigation is based on research of the state of knowledge, and the source was constituted in the publications of mentioned journal, with analyzes based on historical-dialectical materialism. It was possible to verify the presence of 42 studies in the area, with greater emphasis on the approach to booklets and literacy methods, themes to which two dossiers of the Journal were dedicated.

Historiography and comparative constitutional scholarship

History is central to comparative constitutional scholarship. But the methods and approaches of professional history (historiography) are not. This is a problem. Historiography – the critical study of how history is written and applied – provides important historical literacy for comparative constitutional researchers. This article will begin the process of unpacking its implications for CCS. First, historiography helps to counter the use of incorrect, incomplete, or simplified historical accounts. Second, it helps to show both the limitations and possibilities of applying history to contemporary constitutional questions. These historiographical methods can improve the use of history in comparative constitutional scholarship.

Procopius teaching methods in elementary schools during the Justinian era

In our era the main characteristic of Greek classrooms is the presence of students with diverse linguistic and cultural background. That’s why teachers must use the needed strategies that ensure that all students and especially the students with diverse linguistic and cultural identity can work successfully in this environment. Emphasis is given in the way the lesson of history is taught, as it is one of the most difficult lessons and that’s why for its effective teaching, teachers should use the principles of new pedagogy and combine elements of culture, art and new technologies, so that they can disgust the sterile decontamination, by promoting the active learning and participation of pupils. The teaching of history is difficult for the students with diverse cultural and linguistic identity, and that’s why in this article is presented the design of a project which uses functional linguistics constructs in the effort to give the chance to history teachers to promote the talk of students about language and content. The project in this article is based in the teaching of the language of history in the years of Justinian 527-565, which are very important for the development of Byzantium. Also, their main characteristic is the combination of the culture of Byzantium, Rome and the neighboring peoples of Byzantium and of iudaismus and christianism, which will be presented and evaluated in this research. Also, this project will be based on the use of Procopius' teaching in primary school and the dialogue between Byzantium and its neighboring cultures, by giving emphasis on god and fortune and on cultures that occupied Procopius, who lived in Justinian's years. Essentially, in this research all these themes will be emerged through the study of the Tit's arch and other Jewish and Christian objects in this period, by presenting the role of historical literacy in elementary school and finally its influence by culture, art and the cooperation between schools and museums.

Medication literacy and its social contextuality.

This article aims to contribute to the discussion about medication literacy, by focussing on the social contextuality of the information mobilised in the use of medicines. We aim to explore the social construction processes of medication literacy, as an essential dimension for a more layperson-centred approach in the promotion of literacy in this field. This approach is justified by the growing social and cultural dissemination of medication use, the diversification of its uses beyond health and illness, and the increasing degree of lay autonomy in managing its use. The article is organised in two main sections. In the first section, we review the social history of medication literacy, including a discussion of the social contextuality of literacy phenomena. In the second section, the analysis of social contextuality is operationalised with a focus on information, covering: (i) ways of relating to institutional information and sources of information about medication; (ii) contexts of sociability in which information is shared and validated. This analysis is empirically supported by selected results from two research projects, conducted in Portugal, on the consumption of medicines and dietary supplements for performance purposes - that is, for the management and/or improvement of cognitive, bodily or relational performance.

DEVELOPMENT OF SHORT FILM BASED ON LOCAL CULTURE FOR P5 IN THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM

This research aims to develop a short film based on local culture for the Strengthening Pancasila Student Profile Project (P5). Development was carried out using the research and development (R&D) method according to Lee and Aka (2019). This model includes five main steps, namely: 1) needs assessment and analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. To obtain validity and response, an evaluation model developed by Vaughan, (2006) was carried out using the format of ongoing evaluation, alpha test and beta test. The results of product validity testing carried out by learning technology experts, learning media experts and material experts concluded that the short documentary film based on local culture and history for P5 was declared valid with very good and appropriate criteria with an average validity level of 89.27%. The results of trials on 36 students in class Film media facilitates students' positive attitudes such as increasing learning motivation, helping understanding cultural and historical literacy with an acceptance rate of 83.31%. In conclusion, the short film developed is valid, practical and easy to use.

“I no longer agree with Hitler to exterminate them…”. Teaching The Holocaust to Malaysian BA German-Students Through Selected History Films

The article describes experiences in teaching the sensitive topic of the industrial extermination of European Jews during World War II (the Holocaust) in the BA German programme at Universiti Putra Malaysia. The topic was covered in a history course and supported by the use of international feature films. Based on a summary of Malaysia-Israel relations, the relevance of the topic in the teaching of German as a foreign language is highlighted, and the teaching objectives, pedagogical approach and results of a film project are presented. The article aims to answer the questions of how Malaysian students perceived history films on the Holocaust and whether it was possible to achieve a more differentiated view of the Holocaust, at least among some students. As part of a comprehensive history film project on the Second World War, three history films dealing with the persecution and extermination of European Jews were screened and analysed in class. The film 'The Grey Zone' (USA, 2001) was selected for this article and students' responses and attitudes to challenging questions, provided as qualitative data, are discussed. Three historical literacies – Content Knowledge, Historical Empathy/Perspective Recognition and Narrative Analysis (Metzger 2007) – provided the theoretical framework for the history film project.