This overview aims to map the research regarding historical literacy and its uses in the historyclassroom. To achieve this, we deemed it necessary to first define literacy and disciplinaryliteracy, to understand the discourse from which historical literacy arose. Secondly, we identifiedspecific features of historical literacy. Thirdly, we discussed its importance for pupils learning ofhistory and, fourthly, we presented how teachers can approach historical literacy in the classroomthrough a few examples of tasks and exercises. In order to conduct this research, we used threedatabases: EBSCO, ERIC and Swepub.Our research led us to the conclusion that literacy can no longer solely be understood as theabilities to read and write but as all dimensions of communicating and learning. Furthermore,we concluded that because of the vast and complex vocabulary needed to understand and learnhistory unique linguistic abilities are required of our pupils. Therefore, we concluded that it isimportant that teachers scaffold students historical learning by making historical literacy anintegrated part in history education. A way to accomplish this is with different types of textanalysis. Keywords: Literacy, Historical literacy, Classroom Practises, Education, Vocabulary

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