ABSTRACT
This chapter develops understanding of the nature of literacy, explains the strong links between literacy, the past and the study of the past, and reflects upon the range of 'literacies' within history, developing teachers' thinking beyond a simple approach to reading, writing, speaking and listening begin to think about visual and information and communication technology (ICT) literacies The chapter builds a repertoire of scaffolding techniques that can be planned and explicitly taught to learners, uses the power of 'modelling' in the context of literacy to help teachers promote learning in history. Proper consideration of literacy must encompass, at least, reading, writing, speaking, listening, visual literacy and ICT literacy. The chapter draws attention to key issues, suggests ways in which good practice may be achieved and encourages other literacies. Writing is clearly an essential part of the historian's repertoire and teachers need to make full use of the potential it offers.
