In spite of the need for literacy educators to possess an understanding of the history of the field, such historical perspectives are often absent in current programs, even at the graduate level. Fortunately, embedding history in programs and courses can be done in a variety of meaningful, engaging, and simple ways. In this article we present and describe several approaches for instructors who want to embed or even expand history into current literacy courses. We organize these approaches into three areas: Inquiry-based learning, dramatic structures, and humanistic approaches.
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DeJulio, Samuel; King, James R.; and Stahl, Norman A.
"Expanding Representations for Historical Content in Literacy,"
Literacy Practice and Research: Vol. 46:
1, Article 3.
Available at: https://digitalcommons.fiu.edu/lpr/vol46/iss1/3