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===Identification of bottleneck=== | ===Identification of bottleneck=== | ||
Students find it difficult to view Home as | Students find it difficult to view Home as a constructed ideal. | ||
===Description of mental tasks needed to overcome the bottleneck=== | ===Description of mental tasks needed to overcome the bottleneck=== | ||
Students must be able to: | |||
* Understand that a text can have multiple meanings | |||
* Ask questions about what did not happen in a text, as well as what was actually on the page. | |||
* Recognize that carefully reading requires an investment of time beyond just passing one’s eyes over the words | |||
* Read more than once | |||
* Compare the text to a series of prompts or questions | |||
* Look for clues that relate the text to the secondary scholarship on the topic | |||
* Consider other possible models of the phenomena being presented (in this case the family) | |||
* Recognize the biases that a figure from the past brings to his or her description of phenomena | |||
* Look for contradictions and tensions within the text | |||
* Distinguish between what is and is not important in a text | |||
* Step back and take themselves out of the story | |||
* Recognize that the text is the creation of particular people | |||
* Compare different sources to understand each of them better | |||
* Recognize that people in the 19th century are different than us, that they have very different assumptions | |||
* Reconstruct the identity of the person who produced the text | |||
* Ask questions about the text – why was it produced, what was its purpose, what is it arguing | |||
==Researchers involved== | ==Researchers involved== | ||
Revision as of 14:46, 9 September 2020
Decoding work done
Identification of bottleneck
Students find it difficult to view Home as a constructed ideal.
Description of mental tasks needed to overcome the bottleneck
Students must be able to:
- Understand that a text can have multiple meanings
- Ask questions about what did not happen in a text, as well as what was actually on the page.
- Recognize that carefully reading requires an investment of time beyond just passing one’s eyes over the words
- Read more than once
- Compare the text to a series of prompts or questions
- Look for clues that relate the text to the secondary scholarship on the topic
- Consider other possible models of the phenomena being presented (in this case the family)
- Recognize the biases that a figure from the past brings to his or her description of phenomena
- Look for contradictions and tensions within the text
- Distinguish between what is and is not important in a text
- Step back and take themselves out of the story
- Recognize that the text is the creation of particular people
- Compare different sources to understand each of them better
- Recognize that people in the 19th century are different than us, that they have very different assumptions
- Reconstruct the identity of the person who produced the text
- Ask questions about the text – why was it produced, what was its purpose, what is it arguing
Researchers involved
Leah Shopkow and George Rehry as part of the Indiana University History Learning Project
