Abstract
The Scholarship of Teaching and Learning (SoTL) posits thateducators can, and should, approach educational matters with thesame rigor used to examine traditional fields of inquiry. In the SoTLapproach, one identifies a learning problem, formulates methodsto address it, gathers actual evidence of students’ progress, thenshares findings with the broader academic community.1 Also liketraditional research, SoTL situates teaching and learning withintheoretical frameworks. My workshop at the 2019 AmericanHistorical Association conference stressed this latter aspect, usingtextual analysis as an example. Simply put: We can devise moreeffective reading techniques, and we can better evaluate theirresults, if we understand some theories and findings surroundinglearning and historical reading skills. The goal of this short articleis to introduce readers to some of those constructs and to offersome rudimentary techniques that instructors can implement aspart of a SoTL approach to improved historical literacy
Bibliographic data
Burkholder, P. (2019). Teaching Historical Literacy within a SOTL Framework. Teaching History: A Journal of Methods, 44(2), 44-50.Burkholder, P. (2019). Teaching Historical Literacy within a SOTL Framework. Teaching History: A Journal of Methods, 44(2), 44-50.
External source
https://openjournals.bsu.edu/teachinghistory/article/download/2377/1485
