Literaturnachweis - Detailanzeige
| Autor/inn/en | Evans, Rhiannon; Midford, Sarah |
|---|---|
| Titel | Teaching Historical Literacies to Digital Learners via Popular Culture |
| Quelle | In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 21 (2022) 3, S.285-301 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Evans, Rhiannon) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1474-0222 |
| DOI | 10.1177/14740222211050566 |
| Schlagwörter | Teaching Methods; Popular Culture; History Instruction; Literacy; Classical Literature; Technological Literacy; Nontraditional Students; Poetry; Films; Classics (Literature); Video Games |
| Abstract | We argue that students can understand an historical period by building on the foundations of their existing knowledge. Specifically, popular media can be used to develop students' historical literacies -- that is their ability to engage with past societies vastly different from their own. Our methodology takes inspiration from the ancient Romans' own partial literacies and utilises pedagogy drawn from Classical Reception Studies, which examines how the ancient world has been subsequently reinvented in everything from poetry to cinema. While traditional methods of teaching Classics potentially alienate learners and entrench the discipline's elitism, we advocate learning about the past from a point of familiarity. Harnessing familiar texts and platforms to teach history can engage non-traditional learners and develop their historical literacies by leveraging pre-existing digital literacies. Furthermore, digital pedagogy fosters in students a sense that they can valuably contribute to disciplinary knowledge by recontextualising ancient sources. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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