A Disciplinary Literacy Framework Fostering Equity, Access, and Agency in a History International Baccalaureate Curriculum

• In Event: 42.051 - Collaboration, Agency, and Equity in Literacy Professional Development

Abstract

This research explores aspects of a framework designed to foster academic literacy tied to the study of history in an urban high school IB program. Findings indicate that a focus on various dimensions of learning with texts, academic discourse, and motivation and engagement improves both learning and multiple factors tied to personal confidence and competence in the study of history for students who come from poverty and lack the literacy foundations afforded more privileged students who typically populate IB and AP programs.

Authors

• David G. O Brien, University of Minnesota

• Deborah R. Dillon, University of Minnesota - Twin Cities

• Patricia G. Avery, University of Minnesota - Twin Cities

• Robert Poch, University of Minnesota

• Lisa L Ortmann, Western Illinois University

• Megan McDonald VanDeventer, University of Minnesota

• Rhonda Hylton, University of Minnesota - Twin Cities