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TLO 4: Identify and Interpret a Wide Variety of Secondary and Primary Sources

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posted on 11.01.2021, 04:55 by Adrian JonesAdrian Jones
© Springer Nature Singapore Pty Ltd. 2018. All rights reserved.

This chapter addresses the fourth Australian Threshold Learning Outcome (TLO) for university studies of history: 'identify and interpret a wide variety of secondary and primary sources'. There are equivalents in the European Union Tuning and in the UK Quality Assurance Agency. Notions of primacy in 'sourcing' are at stake in this TLO. It is about finding and interpreting evidence. But what is a source? And what makes one primary, and another secondary? These notions reflect authorial orderings of authority when communicating about history. My key points are that these notions have changed. They have a history. A hypothesis is tested: Difficulties encountered by students in relation to 'sourcing' echo past thinking about what 'authority' and its associated sense of 'evident-ness' might amount to when communicating about history. This chapter places the pedagogical literature on barriers to student learning beside the history of history writing and research, and in the light of studies of the epistemology of history.

History

Publication Date

01/01/2018

Book Title

Teaching the Discipline of History in an Age of Standards

Editors

Clark J Nye A

Publisher

Springer

Place of publication

Singapore

Pagination

18p. (p. 251-268)

ISBN-13

9789811300462

Rights Statement

The Author reserves all moral rights over the deposited text and must be credited if any re-use occurs. Documents deposited in OPAL are the Open Access versions of outputs published elsewhere. Changes resulting from the publishing process may therefore not be reflected in this document. The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

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