Exploring the connections between disciplinary and digital literacies in history

Abstract

Given the prevalence of digital tools and platforms as the primary pedagogical means through which to organize and deliver content in schools, this study examined how history teachers instructed students in digital literacies to develop their disciplinary knowledge through project‐based learning. Although several studies addressing new literacies tout digital mediums as a way to ignite adolescents' imagination and bring together conceptual and social learning, this research revealed students struggled with navigating numerous digital literacy tasks in the context of learning to read, write, and think like historians, which hindered their ability to curate knowledge utilizing disciplinary literacies. Thus, this study raises questions about the methods needed to converge disciplinary knowledge and digital literacies as well as the extent to which Information Communication Technologies can transform rather than replace disciplinary practices. Implications for student engagement are discussed.