DEC Scan Journal : Volume 36 Issue 3
2017 Volume 36, Issue 3 47 Contents Editorial Learning & teaching Research Share this Resource reviews Levesque, S. 2008, Thinking historically: Educating students for the twenty-first century, University of Toronto Press, Toronto. Marcus, A.S., Meztger, S.A., Paxton, R.J. & Stoddard, J.D. 2010, Teaching history with film: Strategies for secondary social studies, New York, Routledge. Metzger, S.A. & Paxton, R.J. 2017, ‘Gaming history: A framework for what video games teach about the past’, Theory & Research in Social Education, vol. 44, no. 4, pp. 532-564. NSW Board of Studies 2012, NSW syllabus for the Australian curriculum: History K-10 syllabus, vol 2, Sydney. Reddy, K. & Van Sledright, B. 2010, Epistemic change in history education, Paper presented at the annual conference of the College and University Faculty Assembly, Denver Colorado. Reynolds, R. 2006, ‘The values in historical fiction: Avenues to global citizenship’, The Social Educator, vol. 24, no. 3, pp. 28-33. Rodwell, G. 2010, ‘Historical novels: Engaging student teachers in K-10 History pre-service units’, Australian Journal of Teacher Education, vol. 35, no. 7, pp. 14-29. Rycik, M.T. & Rosler, B. 2009, ‘The return of historical fiction’, The Reading Teacher, vol. 63, no. 2, 1pp. 63-166, accessed 30 June 2017. Taylor, T. & Young, C. 2003, Making history: A guide for the teaching and learning of history in Australian schools, Commonwealth Department of Education Science and Technology, Canberra, accessed 30 June 2017. Virta, A. 2007, 'Historical literacy: Thinking, reading and understanding history', Journal of Research in Teacher Education, vol. 14, no. 4, pp. 11-25, accessed 30 June 2017. Donnelly, D.J. 2016, ‘Filmic pedagogies in the teaching of history: Research on and recommendations for using video in the classroom’, International Journal of Historical Learning, Teaching and Research, vol. 14, no. 1, pp. 113-123, accessed 30 June 2017. Donnelly, D.J. 2014a, ‘Using feature films in teaching historical understanding: Research and practice, Agora (Sungrapho), vol. 49, no. 1, pp. 4-12. Donnelly, D.J. 2014b, ‘Using feature film in the teaching of history: The practitioner decision-making dynamic’, Journal of International Social Studies, vol. 4, no. 1, pp. 17-27, accessed 30 June 2017. Freeman, E.B. & Levstik, L. 1988, ‘Recreating the past: Historical fiction in the social science curriculum’, The Elementary School Journal, vol. 88, no. 4, pp. 329-337. Grushka, K. & Donnelly, D.J. 2010, ‘Digital technologies and performative pedagogies: Repositioning the visual’, Digital Culture and Education, vol. 2, no. 1, pp. 84-102, accessed 30 June 2017. Grushka K., Donnelly D. J. & Clement, N. 2014, ‘Digital culture and neuroscience: A conversation with learning and curriculum’, Digital Culture & Education, vol. 6, no. 4, pp. 358-373, accessed 30 June 2017. Jenkins, K. 1991, Re-thinking history, Routledge, London. Killen, R. 2013, Effective teaching strategies: Lessons from research and practice, (6th edn) Thomson, Melbourne. Landsberg, A. 2015, Engaging the past: Mass Culture and the production of historical knowledge, Columbia University Press, New York. Conclusion Historical fiction texts alone will not give students a sense of history or an understanding of the discipline, but they can plant the seed of interest to be nurtured by good teaching. The accepted practice of using printed texts has been eroded by rapid technological advancement and an engaged teacher sees an array of print and non-print sources peppered throughout teaching programs. This engagement across modalities enriches pedagogy and makes the classroom encounters significant and relevant to students’ world life outside and beyond school. So, equipped with empowering critical multi-literacy skills, historical understanding becomes the foundation of both teacher and student identities as present-day citizens, inheritors of the past and makers of the future. References and further reading Anstey, M. & Bull, G. 2006, Teaching and learning multiliteracies: Changing times, changing literacies, International Reading Association, Newark, Delaware. Apple, M.W. 2000, Official knowledge: Democratic education in a conservative age, (2nd edn), Routledge, New York. Barton, K. 1996, ‘Narrative simplifications in elementary students’ historical thinking’, in J. Brophy (ed.), Advances in research on teaching volume 6: Teaching and learning history, JAI Press, Greenwich, CT. Cope, B. & Kalantzis, M. 2009, ‘Multiliteracies : New literacies new learning’, Pedagogies: An International Journal, vol. 4, no. 3, pp. 164-195, accessed 30 June 2017.
Volume 36 Issue 2