TY - JOUR
T1 - Fostering disciplinary literacy through model annotations
T2 - the case of historical reasoning
AU - Goldfarb Cohen, Shai
AU - Tabak, Iris
N1 - Publisher Copyright:
© 2021 Society for Research into Higher Education.
PY - 2021/5/12
Y1 - 2021/5/12
N2 - This paper examines whether model annotations can foster disciplinary literacy in higher education. Using history as a test case, 102 education undergraduates participated in a training and transfer task in which they read two-period documents, and responded to recall and comprehension questions, and to a short essay question requiring historical reasoning. Participants were randomly assigned to one of three conditions: labeled annotations presented the documents with annotations that were labeled indicating the type of move depicted in the annotation; unlabeled annotations presented the documents with the same annotations but no label; no annotations, this control condition presented the documents without annotations. The transfer task presented all participants with documents with no annotations. Participants in the labeled annotations condition exhibited greater use of historical reasoning than the control condition. This study shows that the use of labeled model annotations is a promising tool for cultivating disciplinary literacy in higher education.
AB - This paper examines whether model annotations can foster disciplinary literacy in higher education. Using history as a test case, 102 education undergraduates participated in a training and transfer task in which they read two-period documents, and responded to recall and comprehension questions, and to a short essay question requiring historical reasoning. Participants were randomly assigned to one of three conditions: labeled annotations presented the documents with annotations that were labeled indicating the type of move depicted in the annotation; unlabeled annotations presented the documents with the same annotations but no label; no annotations, this control condition presented the documents without annotations. The transfer task presented all participants with documents with no annotations. Participants in the labeled annotations condition exhibited greater use of historical reasoning than the control condition. This study shows that the use of labeled model annotations is a promising tool for cultivating disciplinary literacy in higher education.
KW - Historical thinking
KW - annotations
KW - digital reading
KW - disciplinary literacy
KW - novices and experts
UR - http://www.scopus.com/inward/record.url?scp=85106016248&partnerID=8YFLogxK
U2 - 10.1080/03075079.2021.1925238
DO - 10.1080/03075079.2021.1925238
M3 - Article
AN - SCOPUS:85106016248
SN - 0307-5079
VL - 47
SP - 1537
EP - 1550
JO - Studies in Higher Education
JF - Studies in Higher Education
IS - 8
ER -