Seeing Thinking on the Web
2008; Society for History Education; Volume: 41; Issue: 3 Linguagem: Inglês
ISSN
1945-2292
Autores Tópico(s)Digital Storytelling and Education
ResumoSOPHISTICATED READERS actively when they read everyday texts.' They notice whether a news story appeared in Washington Post or Washington Times, or whether an op-ed comes from pen of Bill O'Reilly or Bill Maher. Sourcing is key to understanding how knowledge is made in many disciplines, but it is especially important in history. Historians continually and consistently source traces of past to construct legitimate interpretations of material they study. On other hand, students in our history courses rarely see sourcing or other discipline-specific reading strategies as part of learning and understanding history.2 Acts of close reading and textual analysis, which come routinely to historians, remain a foreign and obscure language to many of our students. As Gerald Graff notes in Clueless in Academe, college students often view typical academic practices as bizarre, counterintuitive or downright nonsensical.3 Graff argues that academics obscure their practices from students by using a variety of methods, including the problem problem-finding problems where none are generally thought to exist:
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