Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module is designed to deepen students’ expertise in the teaching of history through the use of story and is informed by the latest research in pedagogy. Students critically investigate the potential of picture books, graphic novels, historical texts, oral history and historical fiction as a stimulus for historical thinking and as an entry point into disciplinary literacy. The module demonstrates how the use of story can help children to engage with multiple perspectives, comprehend historical patterns, encourage empathy and introduce students to how history is written and studied. Students identify how key concepts such as diversity, tolerance, social justice, globalisation and migration can be examined through the use of children’s books. Additionally, this module demonstrates the potential of children’s literature to evoke emotional and personal connections to historical characters and events, helping children to understand what happened in the past, why events took place, the intention and motivations of certain historical figures and the consequences of their actions. An emphasis is placed throughout on connecting disciplinary literacy to history education with students introduced to a variety of approaches that enable children to scrutinise historical texts, novels, picture books and sources critically, evaluate their meanings, and use them to support their own historical writing. ● Historical novels as historical sources (potential & pitfalls) ● Graphic novels & picture books (pedagogical principles for developing historical thinking) ● Historical texts (sourcing strategies based on Ni Cassaithe, 2020) ● Disciplinary focused recounts (e.g. Titanic) ● Disciplinary focused narratives (e.g. 1916 Rising) ● Disciplinary focused report writing (developing a historical argument) Throughout the module, emphasis will be placed on the use of a range of resources and reflective practice, including digital technologies such as green screening to create historical comic strips, AR and VR, . | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify and critically analyse key theories and modes of learning in relation to using story in the teaching of history at primary level. 2. Process, analyse and interrogate a variety of picture books, graphic novels, historical texts and historical fiction using a disciplinary literacy approach. 3. Select appropriate pedagogic approaches and effective, high quality and appropriate picture books, graphic novels, historical texts and historical fiction for the teaching of History. 4. Plan appropriate lessons involving the use of story that display an understanding of key underpinning concepts, key ideas, relevant content and skills of History Education. 5. Reflect on a range of reading in History Education and apply key concepts and ideas in written form. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Bringing Story into History The course will develop students’ knowledge and understanding of the potential of picture books, graphic novels, historical texts, oral history and historical fiction in the planning and teaching of history across primary education from infants to sixth class. The course will involve students: ● Examining and critiquing a range of children’s picture books, graphic novels, historical texts, oral history and historical fiction that can be used to explore key concepts such as diversity, tolerance, social justice, globalisation and migration. ● Engaging with relevant literature, reflection and classroom-based discussion to examine the benefits and potential pitfalls of incorporating historical novels etc. as historical sources within the classroom. ● Developing pedagogic content knowledge through the demonstration and discussion of exemplar activities. In the seminars provided, issues and possibilities for creative, enquiry led planning incorporating picture books, graphic novels, historical texts and historical fiction for primary classrooms will be exemplified and explored. ● Developing and delivering a range of suitable activities related to the teaching of history in a primary classroom incorporating story. ● Connecting disciplinary literacy to history education. Students examine, discuss and critique a variety of approaches that enable children to scrutinise historical texts, novels, picture books and sources critically, evaluate their meanings, and use them to support their own historical writing. ● Engaging in virtual and face-to-face fieldtrips (e.g. 14 Henrietta Street, EPIC The Irish Emigration Museum) that connect with historical topics that can be potentially explored through the use of story. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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