Adolescent Literacy in a World History Classroom 1

Adolescent Literacy in a World History Classroom

Ramiro Martin Coronado

ASU Mary Lou Fulton’s College

RDG 323
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Importance of Adolescent Literacy

A large part of a student’s education history depends on their ability to access and

determine the value of research or data and create their own opinions based on their

extrapolation efforts. For a variety of reasons many students tend to struggle with this aspect of

schooling, and this is shown by drop-out rates and test scores. The school subject can range in

any avenue from low test scores in math and social studies. As educators one can acknowledge

that to a large part this issue is caused by low literacy rates. Typically, the word literacy is

defined as being able to read and write. In this definition there are holes and allow no correct

way to be literate. Instead focus should be moved to follow the Disciplinary Literacy standard,

which is specific to subject area. Typically, teachers then shift their notice to Content-Area

Literacy which focuses more reading and writing however can be shifted to follow and content.

Again, we fall into the issue where students are being accessed on language and writing rather

than their knowledge in a specified content area. Therefore, it is evident that for students and

adolescents to learn and decipher between content in a data-based matter one must focus on

Disciplinary Literacy.

Many students find themselves coming from various backgrounds which can determine

their level of literacy. However, if we place a second language learner in a English classroom and

determine that their “English levels” are not constant how can one ensure they are not next level

ready when they test well in math. A huge reason for this is because math is a constant which can

be related in any aspect, while English is stereotyped to focus on only reading and writing

instead of focusing on how to better read and write so that lower-level students can relate English

to their lives rather than focusing on why they can’t seem to read. In fact, this example created

by the International Literacy association is a great way to dive into issues created in the
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classroom, “just as we prepare students to read and write for particular purposes, we prepare

students for what to do when they are confronted with specific difficulties experienced as a result

of background knowledge, readability, or disinterest” (literacyworldwide, 4). If one derives a

question in class regardless of content in a social studies class or a math class, methods of mental

connections such as scaffolding or clue searching become relevant. So, then a disciplinary

literacy tactic found in English will hold its value in a science and math classroom. Here then a

student of any background with proper disciplinary literacy teachings can test with accurate

results and engage with their peers and leaders without feeling behind.

Disciplinary Literacy in World History

As students enter various classrooms one can say that they are placing a different mindset

on entering a class. Then students are regularly supposed to use literacy tactics learned only for

that specific subject, so then if a student uses the tactics learned in a science classroom in a

World History classroom, they are then considered incorrect or may misunderstand the content.

Instead, students when faced with similar tasks based on Disciplinary tactics, they instead

interpret information in same way even if they are not content related. According to the

International Literacy Association students for instance in a World History course will exercise

between two methods which are “Interpreting texts” and “Composing and Revising texts”

(literacyworldwide1, 4). Here students for instance in Interpreting texts in a World History

classroom will act as a historian and will gather evidence that is relevant to more than one legal

piece for instance varying treaties that have ended wars or visiting the same act of history but

seen from two opposing sides. In the Composing and Revising texts a student may again view

the American Revolution and decipher the language of the article of Confederation versus the

language of the Bill of rights. Students then are using forms of learning that can be replicated for
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other types of content for instance in an English classroom and deciphering the readings of

different time periods.

In a World History classroom then students are tasked with gathering evidence from

given sources and creating their own beliefs based on their findings. This can be related to

English where students create thesis based on the writings of others. World History then teaches

students to view each point based on the person and time period. An example is teaching students

about the ratification of the US constitution. It was met with two opposing sides one being the

Anti-federalists and the other the Federalists. Students then are given a compare and contrast

chart and fill it out based on the beliefs of both sides. Each side is given three documents

referencing their respected sides. This activity is asking students to question their sources and

decipher their own ideas. Students play the role of a historian which “The scientific historian

never asks himself: “Is this statement true or false?” … the question he asks himself is: “What

does this statement mean (Felton et al, 1)”? The compare and contrast charts are then answered

with the intent of a historian where students are taught to wonder why a statement was made and

how it affects the outcome in this case the ratification of the Constitution. This method however

is not only used in World History and a student can use the same tactics as an author or even

scientist. Disciplinary Literacy in World History is based on referencing and finding data from

credible sources that allow students to understand the events and possible future. Within this type

of learning students are asked to understand and question data rather than remember dates or

small facts that are some point irrelevant. Instead, students’ literacy is based on creating opinions

and understanding events and people which can be spread to other content areas and their adult

life.

Literacy in a World History classroom

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Students at any level of education encounter difficulties in the classroom and this can be

accredited to their backgrounds or a variety of other issues. In all forms of Social Studies

including World History students are meant with many issues that are in relation of literacy. With

the introduction of Disciplinary Literacy tactics many of these issues can be resolved. One

constant issue is students’ inability to find evidence or ability to find irrelevant information. For

instance, on controversial issues such as genocide, many students tend to find data that is not

supported, or they may find data but not understand the purpose of the content at hand. In the

classroom the topic of the Holocaust is one that is deeply important yet must be met with

caution. Students based on their background may be non-believers or could possibly pull

information that is not supported such as personal blog. This is relevant to literacy as students are

gaining the correct methods to extrapolate and find data that is correct and valuable to their

opinions which allows students to find their own purpose in the content, allowing the content to

be better understood. In order to fix this situation, one must introduce steps that are relevant to

that class and others. One step is to give students clear guidelines and even tell them where to

find the information. For example, an article from a .gov site or a peer reviewed journal is more

credible then from a .com website or personal blog. This gives the framework for the students to

find information that they can understand and to use information that they can give credit too.

Students then have access to various forms of information that can span form historical text, art,

and recordings that they can connect to their own learning.

World History is also commonly meant with other issues. One large issue is having

students find information relevant. For instance, if one tells a student to read a historical

document, that student may have no understanding or connection the reading. Students will then

have trouble understanding why information is being taught or why they are struggling.
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Disciplinary literacy then helps teachers “develop conceptual understanding of all these

knowledge sources to help them learn to appreciate and develop a disposition to read complex

literary works across the lifespan” (Lee et al, 10). Students according to Lee have issues

conceptualizing these issues so then how can one help aid in this? One can offer these complex

reading and showcase them as “ethical dilemmas” (Lee et al, 11). By posing a challenge,

students now are faced to not only understand the readings but again question why the author

wrote this way, and this will allow students to find value in the readings and a possible personal

connection as they solved an ethical dilemma that maybe they have gone through or may go

through. Another issue that is encountered is teachers having high expectations of students or

teaching at a level higher than needed. Many teachers of today focus on the love of their content,

which is great way to let students know that they care about the topics. However, content is the

taught without the realization that many students have not heard of any information presented

and have not been able to make connections to it as teachers have. They also may have belief that

students already have the literacy tactics that they use as historians. However, this issue can be

resolved with Disciplinary literacy tactics. As an educator one must understand that students will

need step one instructions. To do this one can have in place a regular schedule of in class

activities so that students understand the routine they are going through and can grasp little bits

of information in a slower pace. Instead, a teacher will go step by step but will allow students to

find value in the information that is taught as that information by the end of the lesson will all

come together. Students then should be tasked with being mini historians by receiving the

information we give them in small amounts and asking why that event or piece of World history

is relevant. “Certain classroom activities and arrangements shaped teacher and student

behaviour” (Reisman, 1). By including similar activities then as other content areas we create the
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“regular schedule” which allows students to use the same Literary tactics that they can then use

in a Social Studies class and then in an English classroom.

To conclude, literacy has been posed as a simple issue that just explains reading and

riding which leaves many students misunderstood and casted out. However, through Disciplinary

literacy which focuses on personal connection and extrapolating and finding relevant data that is

based on tactics that can be replicated in other classroom settings, content areas, and real-life

situations. In a World History classroom then many topics and assignments are disliked and

misunderstood as students do not find rationale for the information or find information that is

irrelevant. In order to resolve this, teachers must create common classroom structure as other

classes, help discern credible and correct sources, and create an environment that allows students

too connections to the is brought to them so that they may use the same tactics in a other class or

assignment. This way students are versed in Disciplinary Literacy and can use the tactics outside

of the classroom and to better find connections to the topics that are being taught.
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References

Engagement and Adolescent Literacy. (n.d.). https://www.literacyworldwide.org/docs/default-

source/where-we-stand/ila-engagement-and-adolescent-literacy.pdf

Lee, C. D., & Spratley, A. (2010). Reading in the Disciplines- The Challenges of Adolescent

Literacy (N. university, Ed.) [Review of Reading in the Disciplines- The Challenges of

Adolescent Literacy]. https://media.carnegie.org/filer_public/88/05/880559fd-afb1-49ad-

af0e-e10c8a94d366/ccny_report_2010_tta_lee.pdf

LITERACY LEADERSHIP BRIEF Content Area and Disciplinary Literacy Strategies and

Frameworks. (n.d.). https://www.literacyworldwide.org/docs/default-source/where-we-

stand/ila-content-area-disciplinary-literacy-strategies-frameworks.pdf?

sfvrsn=e180a58e_6

Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Implementing a disciplinary-literacy

curriculum for US history: Learning from expert middle school teachers in diverse

classrooms. Journal of Curriculum Studies, 46(4), 540–575.

https://doi.org/10.1080/00220272.2014.904444

Reisman, A. (2012). The “Document-Based Lesson”: Bringing disciplinary inquiry into high

school history classrooms with adolescent struggling readers. Journal of Curriculum

Studies, 44(2), 233–264. https://doi.org/10.1080/00220272.2011.591436

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