Historical Literacy Research Articles

Perceptions of Social Studies Teacher Candidates on Historical Literacy Skills: The Case of Inonu University

Historical literacy has generally been expressed as a historical thinking skill. In this framework, it is seen that he has some sub-skills. As sub-skills of historical literacy, knowing or understanding historical events, researching historical events, dealing with events within the framework of cause-effect relationship, considering events in order of occurrence, relating events in the context of past and present, detecting contradictions between what is told, establishing historical empathy, knowledge of the historical language of the period in which the event occurred and the society, the ability to make moral judgment while conveying the events, the ability to narrate the events, to use the information and communication technologies required by the period and to evaluate the events multi-dimensionally. The development of historical thinking skill as a society undoubtedly depends on the development of historical literacy level. In this context, it was aimed to determine the perceptions of prospective teachers on history literacy skills. In line with this purpose and in the study "supported by the Scientific Research Projects Coordination Unit of Inonu University with the number SBA-2019-1860", the questionnaire prepared by the random sampling method, taking into account the pandemic conditions, was applied to 50 teacher candidates. Within the framework of the application, a questionnaire consisting of 3 items developed by the researcher was used. The data obtained in the study carried out with the descriptive survey model were evaluated with content and descriptive analysis techniques, and the findings were presented in tables. Looking at the findings of the study, it was revealed that social studies teacher candidates have remarkable perceptions about historical literacy skills.

Budaya dan Sistem Kekeluargaan Etnis Aneuk Jamee: Studi Kasus di Aceh Selatan

Aceh, which is dominated by the Aceh Rayeuk tribe, has a treasure of various ethnicities and tribes such as the Aceh Tribe, Tamiang Tribe, Gayo Tribe, Alas Tribe, Kluet Tribe, Julu Tribe, Pakpak Tribe and Aneuk Jamee Tribe. The various ethnic groups above show that Aceh is a province rich in culture and various authentic local wisdoms. The Aneuk Jamee tribe is an acculturation of the Acehnese and Minangkabau tribes, both of which seem to have merged into one individual to produce a new ethnicity. This ethnicity later developed in South Aceh and influenced various aspects of culture and the family system in it. This research is classified as field research with a qualitative approach. The methodology used is phenomenology which is supported by historical literacy in the South Aceh region where the Aneuk Jamee ethnicity is the most dominant. Informants in this study consisted of primary and secondary sources, the primary sources were individuals or native Aneuk Jamee selected by random sampling. The secondary sources are informants who are not native to Aneuk Jamee but have insight and knowledge regarding the history and customs of Aneuk Jamee. The results of the study concluded that the Aneuk Jamee community has similarities with the system in the Minangkabau community in West Sumatra, namely adopting a hereditary system from the mother's side or commonly referred to as Matrilineal. Even though there has been Islamization in Aceh where the father is a descendant of the lineage, the matrilineal system is still evident in kinship (household) matters. All matters that will be carried out in a household must be discussed in advance with the ninik mamak (mother's brother). Prior to the consultation with the ninik mamak, news about the event should not be heard by the public.

Historical Literacy and Alternating Questions in the Novel (The Blood of Al-Hussein)

Ibrahim Issa's novel (The Blood of Hussein) employs the historical incident in the service of the narrative theme of the narrative text itself, and despite the dominance of the historical text on most of the pages of the novel, it remains within the narrative rather than the historical framework. For the clarity of the creator's goal of evoking this historical incident without others. This study, marked by (historical education and different questions in the novel (The Blood of Hussein)) aims to explain the interpretive reading and the questions that are silent in the places of historical narration and how to use them in building the plot of the novel, so the research was carried out on several axes that dealt with the history of the novel, and the mechanisms of producing the narrative meaning from the historical document As well as the psychological-ideological conflicts and the imagined pattern in which the main theme of the novel was manifested in spite of its small written space. The study found results, the most important of which are: the prevalence of psychological and ideological conflict over the main characters of the novel, the determination of the narrative type to naturalize this novel, as well as the narrator’s attempt not to surrender to the historical incident as it is, but on the contrary, he proceeds to discuss and refute it at many times.

Application of historical literacy in history learning in the time of COVID-19

The purpose of this study was to determine how the application of historical literacy during the Covid-19 pandemic is forced to Online Learning. This research uses a qualitative method in the form of a case study in a private school in East Jakarta, with history teachers and students as key informants. The result of this study is that history teachers have difficulty with allocating time. The difficulty of the teacher increases if history learning is associated with historical literacy which requires students not only to read and understand one source but various historical sources including primary sources. History teachers feel that their students' literacy levels are still lacking even though they do not dare to generalize all of them because they have not implemented any tests. The teacher thinks that both the level of historical literacy and the students' lack of historical literacy can be measured through the practice questions given in tests. Teachers are also hesitant to say the historical literacy level of their students because online distance learning uses zoom meetings. In conclusion, learning history experienced many obstacles during the Covid-19 pandemic. There are more obstacles if history learning wants to fulfill the concept of historical literacy.

LITERACY AND IDENTITY: FROM LIM KIM HOK, AND KHO PING HO TO THE CONTEMPORARY INDONESIAN LITERATURE

The history and progress of Indonesian literature become a piece of authentic evidence for ethnic Chinese. Both of them can exert influence on contemporary Indonesian literature at large. It can be seen in the history of Indonesian literacy, romance, martial arts stories (Cerita silat), and Chinese literary writing styles which are still used nowadays. This shows how ethnic Chinese education and Hybrid (Malay-Chinese) in Indonesia have developed rapidly. Before this country was formed into a nation-state with cultural institutions, ethnic Chinese had undergone literary expressions. Moreover, culture at that time was widely accepted for Malay nations, Java, Balinese, etc. Conversely, many identity challenges and contestation during Dutch colonial, Old Order, and New Order pressed the ethnic Chinese in various ways. In addition, this can be understood as a part of cultural exchange. Hence, Indonesian literature is currently strongly influenced by the contact of Malay and Chinese literature.

Teaching historical literacies to digital learners via popular culture

We argue that students can understand an historical period by building on the foundations of their existing knowledge. Specifically, popular media can be used to develop students’ historical literacies – that is their ability to engage with past societies vastly different from their own. Our methodology takes inspiration from the ancient Romans’ own partial literacies and utilises pedagogy drawn from Classical Reception Studies, which examines how the ancient world has been subsequently reinvented in everything from poetry to cinema. While traditional methods of teaching Classics potentially alienate learners and entrench the discipline’s elitism, we advocate learning about the past from a point of familiarity. Harnessing familiar texts and platforms to teach history can engage non-traditional learners and develop their historical literacies by leveraging pre-existing digital literacies. Furthermore, digital pedagogy fosters in students a sense that they can valuably contribute to disciplinary knowledge by recontextualising ancient sources.

역사 리터러시 함양을 위한 ｢영화와 역사｣ 과목 개발 사례 연구

This study aims to develop the course of < Film and History > as one of the high school career electives in response to the needs of students to cultivate history literacy. Specifically, it is expected to establish the direction and principle of course contents for enhancing historical literacy based on the film’s possibility of historiography and history education and the review of the course syllabus as a filed relevance by school teachers. The course of < Film and History > is designed to achieve three objectives. By learning and participating in this course, high school students will be able to decipher the nature of the history portrayed in the film, to develop understanding of narratives and techniques to visualize history and to learn historical literacy by reading, appreciating, writing, and producing film materials as history texts. The field-relevance review of the syllabus draft focused on whether it has the characteristics and status of high school career electives and whether it is possible to achieve the goal of cultivating historical literacy through films. The reviews of < Film and History > led to redefine its content and performance standards and finally improved the quality of course syllabus. The review comments helped to confirm and revise whether the course possesses competitiveness and validity as an elective among high school students. This case study illuminates the model of developing high school electives by focusing on the process of review of subject organization in the current curriculum, analysis and review of field needs, composition and review of course development directions and principles as a process of developing new high school electives.

The black box of delegated writing: Early Modern scribes and female literacy in The Netherlands

Abstract Apart from literacy rates and reading and writing acquisition, the actual writing practices of the past, which include the phenomenon of delegated writing, belong to a history of literacy. Delegated writing occurred when illiterate or partly literate individuals wanted to keep in contact with relatives at a distance and had to rely on the assistance of professional or social scribes. The details of this process and the role played by the sender of a letter and its actual, usually unknown, scribe often remain unclear, although different scenarios may be assumed. Cultural historian Lyons explored scenarios for delegated writing in France, Italy and Spain in the nineteenth and early twentieth centuries, focusing on the writing of ordinary people during the First World War and in the age of mass migration. For the Dutch language area, we have the opportunity to delve further back in time by exploring the late-seventeenth-century part of the Letters as Loot (LAL) corpus. This corpus previously allowed us to establish linguistic differences between autographs and non-autographs. For a detailed view of the delegated writing process, however, the LAL corpus also provides us with instances of two types of letters written by the same, identified, female scribes: their own letters and the letters they wrote for others. A comparative analysis of these different letters will be shown to contribute to opening the black box of Early Modern delegated writing.

Developing Historical Competency: Teaching German History Through History Films At University Putra Malaysia (BA German Programme)

History films personalize, dramatize and emotionalize historical events and characters. They revive the past by exemplifying it in the present, engage ongoing discourses of history and as a result have proven to be the most influential medium in conveying history to large audiences. History films are regarded as an attractive, motivating and efficient (supplementary) teaching and learning medium in history as well as in foreign language classes. As part of the course “Historical Survey of Germany” (BA German-programme at University Putra Malaysia) history film projects on important periods and events in German history were conducted. The article introduces a film project on World War II and describes the pedagogical approach which aims to develop three core competencies of historical understanding – Content Knowledge, Historical Empathy/Perspective Recognition and Narrative Analysis. It discusses selected general findings provided as qualitative data in group and individual assignments. While the responses to questions related to Content Knowledge and Narrative Analysis show that students achieved higher competency levels, the participants showed shortcomings in the rational examination of historical characters, their perspectives and motivations for their actions. Time, practice and guidance can be identified as key factors in developing historical literacy competencies further.

Bahan Ajar Digital Kerjaan Kuningan dengan Model Inquiry untuk Meningkatkan Literasi Sejarah Siswa

History in the twenty-first century, which must be oriented towards digital teaching materials. Historical learning can be drawn from some of the experiences that teachers do in the classroom. This research aims to explain the teaching materials used, explain the procedures for the development of digital teaching materials, test the effectiveness of the development of digital teaching materials. This development research procedure uses Research and Development (RND) with addie development model, data collection is done using questionnaires, observations, interviews and tests. The results of this study showed that the learning model used in Sma Negeri 3 Kuningan is still conventional and only uses one textbook, then the use of power points is less than optimal. The use of ADDIE design development products consists of five stages. The first analysis was conducted to analyze the need for digital teaching materials to improve the historical literacy of students at Sma Negeri 3 Kuningan. Both designs or product design stages consisting of the history of the Kingdom of Kuningan, the kings - kings who first occupied kuningan territory, and the teachings of madrais religion in the Cigugur area of Kuningan regency, syllabus adjustment, achievement of indicators, and RPP. The third development or product development stage is the process of validating product trial experts and conducting trials. And the fourth, implementation or implementation stage is the implementation of the final product or final product; and five evaluation or evaluation stages of effectiveness tests in experimental classes and control classes. The effectiveness of the Kuningan Kingdom teaching materials showed that the results of the historical literacy test with a signification value of 0.001&lt;0.05. The results show that there is a significant influence on the use of digital teaching materials of the Kingdom of Kuningan during the Dutch East Indies through the inquiry model to improve historical literacy.

Evaluation of knowledge, awareness and attitudes towards breast cancer risk factors and early detection among females in Bangladesh: A hospital based cross-sectional study.

BackgroundBreast cancer (BCa) is a leading cause of mortality among women in Bangladesh. Many young women in Bangladesh have poor knowledge about breast cancer screening, including risk factors, warning signs/symptoms, diagnosis and early detection. We investigated awareness about breast cancer risk factors as a screening tool among women at the Sheikh Hasina Medical College (SHMC) of Tangail district in Bangladesh.MethodsA cross sectional survey was conducted to collect data via a structured questionnaire from SHMC during the period of February to December 2019. A total of 1,007 participants (aged 33.47 (±12.37 years)) was considered for data analysis.ResultsOf the 1,007 women, about 50% were knowledgeable about the risk factors. Pain in the breast was identified as the most commonly warning sign/symptom of breast cancer. Only 32.2% of respondents knew at least one breast cancer screening method. The mean knowledge was scored 3.43 ± 2.25 out of a total possible score of 8. Awareness of BCa was associated with residence, family history of breast cancer, marital, literacy and socio-economic status (p <0.05). Only 14.7% of women who knew about BSE said they were conducting regular breast self-examination. Unmarried women (aOR: 2.971; 95% CI: 1.108–7.968) were more likely to have performed BSE compared to married women (p <0.05).ConclusionAlthough most participants were aware of breast cancer; knowledge about risk factors, warning signs/symptoms, early diagnosis and detection was relatively poor. Knowledge about performing BSE was particularly low. This highlights the importance of increasing awareness about breast cancer risk factors and early detection among young women in Bangladesh.

Factors influencing self-management among Indonesian patients with early-stage chronic kidney disease: A cross-sectional study.

The purpose of this study was to explore the self-management of patients with early-stage chronic kidney disease (CKD) and its influencing factors. A convenient sample of 226 patients with early-stage CKD was recruited from 63 Public Health Centers in Indonesia, from June to September 2020. Demographic characteristics, health literacy, illness perception, self-efficacy and self-management were assessed using self-reported questionnaires. Stepwise multiple linear regression analysis was performed to identify the factors influencing self-management. This study adhered to the EQUATOR checklist, STROBE. The mean estimated glomerular filtration rate was 63.45ml/min/1.73m2 (standard deviation [SD] = 15.34). The average scores for health literacy, illness perception, self-efficacy and self-management were 32.11 (SD =4.46), 4.57 (SD =1.46), 183.64 (SD =38.23) and 76.92 (SD = 9.45), respectively. The influencing factors were education level, monthly income, family history of comorbidity, health literacy and self-efficacy, which accounted for 45% of total self-management score. Indonesian patients with early-stage CKD showed low level of health literacy, but positive illness perception and self-efficacy; these factors significantly affected CKD self-management. Health literacy was found to influence all dimensions of self-management: self-integration, problem-solving, seeking social support and adherence to the recommended regimen. Adherence to the recommended regimen is the most challenging dimension of CKD self-management. Health literacy was found to be a major determinant of self-management. Improving health literacy and motivation of patients with early-stage CKD may help sustain positive illness perception and self-efficacy, and improve self-management.

Notes from the editor

Thanks to our international authors, readers, reviewers, and editorial board members, our July 2021 issue is now released. The pandemic has been on-going stimulating many researchers to conduct more studies related to digital literacy and e-learning. We have had an increasing number of submissions related to online learning. The current issue presents engaging topics related to education and literacy studies from diverse locations from all around the world. The topics of our articles in this issue are related to different areas including motivation, listening skills, E-mail literacy, young learners’ literacy, literacy as women’s empowerment tool, learning environment, digital storytelling, bilingualism and writing skills, synchronous distance education, paradigm shifts in literacy theories, social studies instruction, music e-learning, creative expression technique, persuasive communication instruction, 21st century learner skills, historical literacy, and technological pedagogical content knowledge.

Preservice Social Studies Teachers’ Views on Middle School Students’ Levels of Historical Literacy

This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students’ low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured “Interview form” developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students’ low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students’ lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.

Postcolonial history education: Issues, tensions and opportunities

This paper introduces a journal special issue devoted to an exploration of post-colonial history education with contributions from Ghana, Uganda, New Zealand, Canada, Botswana, Nigeria, Cyprus, Lebanon and London. It provides an overview of key issues, tensions and opportunities around decolonising the history curriculum. Relevant contexts such as the ‘History Wars’, subaltern studies, the conception of decolonising the mind and the possibilities of de-colonising pedagogies are explored. History education lenses around critical historical literacy, historical consciousness, multidimensional identities and multi-perspectivity are brought to bear upon the question of re-thinking forms of postcolonial history education. Specific political circumstances inform the nature of history education in every national jurisdiction; here the contemporary Black Lives Matter campaign, the fallout from the mismanagement of the fate of the ‘Windrush’ settlers in the UK and the recent focus of protestors globally upon colonial oppressors memorialised in statues frame the authors’ reflections. However, echoing the optimism of most of the special issue contributions, opportunities to build bridges between divided communities, open up more inclusive history curricula to student voices and nuance and complicate homogeneous national narratives are identified and recommended.

Teacherly aesthetics: Literature and literacy in Binyavanga Wainaina’s works

In this paper I use the concept of teacherliness to explore the connections between literature and education in Binyavanga Wainaina’s memoir One Day I Will Write About This Place and his opinion pieces on education. I read Wainaina’s texts against the way the literature/literacy duality has been envisioned in historical discourses, arguing that deeper pedagogical questions were largely overlooked in the intersections between the two theoretical fields. To address this lacuna, I use Paulo Freire’s theory of Critical Pedagogy to analyze historical debates of curriculum and canonization, as well as Wainaina’s more recent engagement with the Kenyan educational system, in which questions on how to write are intertwined with thoughts on how to teach. After detailing this history of literature and literacy in East Africa, I explore the themes and aesthetic devices that Wainaina develops in One Day to reflect on his own role as an educator in the context of his troubled relationship with his own schooling. By focusing on the theme of failure and Wainaina’s embedding of oral structures into his text, I suggest Wainaina’s work offers insights and concrete narrative patterns that might become fruitful tools through which educational theory and literary analysis might illuminate each other’s blind spots, specifically in regard to oral skills in education.

An Examination of Historical Literacy Perceptions of Social Studies Preservice Teachers in Terms of Various Variables

The aim of this study is to determine the historical literacy perception levels of social studies preservice teachers and to examine them in terms of various variables. In this framework, the survey model, one of the quantitative research methods, was used in the research. The sample of this study consisted of 134 social studies preservice teachers studying at the faculty of education of a state university in the 2019-2020 academic year. The data in the study were collected with the &amp;quot;Historical Literacy Perception Scale&amp;quot; developed by Ulu&amp;ccedil;ay (2019), after obtaining the necessary permissions. The data obtained from the scale were analyzed using the statistical package program.&#x0D; &#x0D; Considering the results obtained from the study, it was concluded that the social studies preservice teachers in the sample had high levels of historical literacy perception. In addition, their perception levels increased according to the variables of mother&amp;#39;s education level and frequency of watching historical movies. On the other hand, their perceptions did not change / differ according to the variables such as grade level, gender, father&amp;#39;s education level, tendency to read history books, to follow historical publications and competence of the teachers. Considering the results of the research in general, it can be said that the preservice teachers benefited sufficiently from their university and pre-university education in terms of historical literacy skills.

Historical Literacy among Primary School Pupils

The study was aimed at identifying the level of historical literacy among year six primary school students. This historical literacy was divided into three main domains: knowledge, skills and value. This study employed the quantitative approach to identify the level of historical literacy in the three domains: knowledge (content of subjects), skills (including thinking skills and specific skills in history, such as historical thinking skills) and values (noble values and specific values in the historical subjects of patriotism).The instrument used in data collection was a questionnaire in a form of test. The research samples were 345 Year Six students. The data was analysed descriptively to identify the level of students' historical literacy. Research findings indicated that the level of historical literacy among the Year Six school students was modest at 63.76% (53.15% knowledge, 51.83% skills and 86.3% values). The findings of this study could be used by several parties such as Ministry of Education Malaysia (KPM), school administrators, teachers and students.

The Information Literacy Movement of the School Library Media Field: A Preliminary Summary of the Research

The authors summarize the proceedings of two major conferences, the Treasure Mountain Research Retreat VI and the International Association School Librarianship conference. In addition, the authors look at the entire history of information literacy and bring together the theory development, the research, and practice in school libraries since the late 1980s. Information literacy and critical thinking ideas from the fields of education, cognitive psychology and educational technology have been included.

Achieving positive classroom experiences for Latino K-5 students

ABSTRACT Creating proactive classroom experiences for Latino students in K-5 settings requires intentional support and knowledge among classroom teachers. Educating Latino students is a complex task given that elementary school teachers face many questions that include how best to teach literacy? what are proactive ways to teach behavioral skills? and how does culture support student learning? Successful implementation and knowledge of literacy and literacy assessments are critical for improving academic outcomes for Latino students. Historical and current literacy outcomes based on National Assessment of Education Progress underscore the need for more evidence-based literacy practices to increase outcomes for Latino students. Moreover, creating a classroom environment with established expectations and routines, teaching and operationalizing positively stated classroom rules, and behavioral contracts increases pro-social behaviors among Latino students who struggle with behavioral outcomes. Last, recognizing and acknowledging cultural components that enhance the learning of Latino students are necessary for school success. The teaching force in K-5 settings continues to use English as the primary method for delivering instruction. Acknowledging and strategically using the primary language of students can be a vehicle to support Latino student’s academic and behavioral outcomes.