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.
Lawrence, Salika A.; Langan, Elise; and Maurer, Julie
"Using Primary Sources in Content Areas to Increase Disciplinary Literacy Instruction,"
The Language and Literacy Spectrum: Vol. 29:
1, Article 1.
Available at: https://digitalcommons.buffalostate.edu/lls/vol29/iss1/1
Curriculum and Instruction Commons, Educational Methods Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons