An examination of the literacy practices of high school social studies teachers

Abstract

The literacy practices of high school social studies teachers in the Jefferson School District were examined. Common Core State Standards highlight a focus on literacy skills in the content areas while also emphasizing the importance of developing critical thinking. Despite the identified links between social studies and literacy, reading and writing instruction in social studies classrooms has remained minimal. Through a survey and focus group discussions, teachers provided information about the frequency in which they used various literacy-based practices, in addition to discussing the perceived effectiveness of those practices. Furthermore, teachers shared both supports and barriers they believe are in place that impact effective implementation of literacy-based practices. The findings suggest that a variety of literacy-based instructional practices are occurring in differing amounts in high school social studies classrooms with many factors impacting teachers’ use of these practices. Primary and secondary source documents were frequently used by teachers who also deemed these documents as one of the most effective literacy-based practices. Additionally, professional development emerged as both a support and barrier as teachers in the study acknowledged their desire to strengthen efficacy through quality professional development but felt strongly that it needed to be focused on content, involve active learning, and be transferable for immediate classroom use. As the ultimate instructional leader, principals wield influence to create a framework that facilitates effective teacher collaboration and promotes high levels of quality instruction through instructionally focused conversations. From these collaborative conversations, the necessary resources can be identified to provide literacy rich instruction to all students.