Using Primary Sources in Content Areas to Increase Disciplinary Literacy Instruction

Authors

Salika A. Lawrence, City University of New York, Medgar Evers CollegeFollow
Elise Langan, City University of New York, Bronx Community College & Lehman CollegeFollow
Julie Maurer, City University of New York, Graduate CenterFollow

Abstract

This paper describes how a three-day summer workshop on using primary sources helped teachers increase the emphasis placed on disciplinary literacy when teaching social studies and history. Two specific issues in teacher education and practice are addressed. First, increasing teachers’ content knowledge of history topics can help them plan lessons that connect local and global events. Second, content area reading requires literacy practices, which are unique to disciplines. Therefore, teachers need to apply historical inquiry and disciplinary literacy methods in the curriculum.

Recommended Citation

Lawrence, Salika A.; Langan, Elise; and Maurer, Julie (2019) "Using Primary Sources in Content Areas to Increase Disciplinary Literacy Instruction," The Language and Literacy Spectrum: Vol. 29: Iss. 1, Article 1.
Available at: https://digitalcommons.buffalostate.edu/lls/vol29/iss1/1