HTLP Library

The HTLP Library was created to help foster a culture of teaching through an engagement in the Scholarship of Teaching and Learning in History (SoTL in History), a body of literature that uses theoretical and evidence-based research to examine the discipline-specific problems in the teaching and learning of history. SoTL in History publications differ from the more familiar wisdom-of-practice pieces that describe strategies used in a particular course; these publications are important contributions to history pedagogy, but they are distinct from SoTL in History publications that are driven by evidence and a research inquiry process.

Below is a recommended list of readings听in both the SoTL in History and history pedagogy. PDF versions of the readings are available to the CU-麻豆影院 History Department鈥攆aculty, part-time and visiting faculty, and graduate students鈥攐n the . 听

**This is by no means an exhaustive list of readings on the SoTL in History. If you would like to discuss SoTL further, please contact Natalie Mendoza, the HTLP project lead.

Recommended Readings in the SoTL in History and History Pedagogy

  • Andrews, Thomas, and Flannery Burke.听鈥淲hat Does It Mean to Think Historically?鈥澨Perspectives on History听(January 2007).
  • Calder, Lendol. 鈥淯ncoverage: Toward a Signature Pedagogy for the History Survey.鈥澨The Journal of American History听(March 2006): 1358-1370.
  • Pace, David. "The Amateur in the Operating Room: History and the Scholarship of Teaching and Learning.鈥澨American Historical Review听(October 2004): 1171-1192.
  • Seixas, Peter, and Tom Morton.听The Big Six Historical Thinking Concepts.听Toronto: Nelson Educators, 2012.听
  • Shopkow, Leah, with Arlene Diaz, Joan Middendorf, and David Pace. 鈥淔rom Bottlenecks to Epistemology in History: Changing the Conversation about the Teaching of History in Colleges and Universities.鈥 In听Changing the Conversation about Higher Education,听edited by听Robert J. Thompson Jr. Lanham, 15-37. Maryland: Rowman & Littlefield Publishers, Inc., 2013.
    • A companion website to further explore the Decoding the Disciplines paradigm discussed in this reading:
  • Westhoff, Laura M. 鈥淗istoriographic Mapping: Toward a Signature Pedagogy for the Methods Course.鈥 The Journal of American History (March 2012): 1114-1126.听
  • Wineburg, Sam, Mark Smith, and Joel Breakstone. 鈥淲hat is Learned in College History Classes?鈥 The Journal of American History (March 2018): 983-993.
  • Wineburg, Sam.听鈥淥n the Reading of Historical Texts: Notes on the Breach Between School and Academy.鈥澨American Educational Research Journal听28:3 (Fall 1991): 495-519.

(Updated: 8/2018)