In many classrooms, teachers have started to incorporate graphic novels in classroom instruction. However, research has suggested that some readers may have limited understanding of how to read ...graphic novels, which can create challenges for teachers using the medium. Drawing from a larger study, this article highlights two cases, an expert graphic novel and an expert traditional print text reader, to illustrate how the expanded four resources model may be used as a framework to guide novice graphic novel readers as they engage with graphic text. The article provides next steps for educators as they begin their journey with graphic novels.
Full text
Available for:
BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NMLJ, NUK, OILJ, PNG, SBCE, SBMB, UL, UM, UPUK
2.
First Impressions Matter Jimenez, Laura M.; Meyer, Carla K.
Journal of literacy research,
12/2016, Volume:
48, Issue:
4
Journal Article
Peer reviewed
Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored ...by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how expert readers use intentional attention shifts to make meaning in graphic novels. Four expert graphic novel readers, and four expert print-dominant readers, between ages 16 and 20 were asked to trace their attention across the opening pages of five graphic novels and to predict what the story was about. Utilizing digital video recordings as the primary data source, analysis included creating a visual representation of each reader’s attention patterns, time used, as well as the complexity and accuracy of his or her predicted stories. Findings indicate that the expert graphic novel readers initially attended to visual elements to gain an understanding of genre, character, and possible plot points. Only after attending to the illustrations did they decode the written text, and finally synthesized the two. The expert print-dominant readers predominantly attended to written text effectively but did not use illustrations to support or extend their understanding or meaning making in the text. This study complicates current assumptions about the ease of reading graphic novels by observing expert-print dominant readers and expert graphic novel readers negotiate written text and illustrations.
Full text
Available for:
NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
The growing popularity of graphic novels for younger readers is hard to miss. This article provides specific ways to think about, recognize, and teach with multimodal texts that leverage student ...interest. In this English language arts unit, we taught a sixth‐grade class how to read and comprehend the complex design elements common to the graphic novel form. The class used both student‐selected graphic novels made available to them by the researchers and a whole‐class graphic novel, One Dead Spy by Nathan Hale. Teaching students how to effectively comprehend graphic novels is much like teaching anything: By identifying the content and strategies that need to be taught, we then identified the corresponding teaching strategies needed. This article reports on the content and strategies, specific ways to help students come to a greater understanding of the text in hand, and graphic novels as a literary form.
Full text
Available for:
BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NMLJ, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
This study explores the possibilities for learning content that might accompany the use of an historically accurate graphic novel as part of a language arts instructional unit. During a 6-day unit, ...16 sixth grade students engaged in graphic novels in ways that support comprehension, both in the context of a graphic novel text set and a specific novel, One Dead Spy. Through qualitative and quantitative analysis, we evaluated student learning of content related to the topic of the American Revolution. Results indicate that engaging students in instruction around the novel built the background knowledge on the topic, as well as increasing their understanding of the topic as measured by a free-recall assessment. In addition, the unit posttest indicated significant learning around conceptual ideas.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
In this study, we examine evidence of transfer from reading instruction to students' learning of language arts and historical content as demonstrated by their independent writing and growth in ...background knowledge. We taught a unit in a sixth-grade language arts classroom in which students learned about design elements of graphic novels (e.g., line, color) and typical features (e.g., gutter, panel) to bolster reading comprehension, using a historically accurate graphic novel about the American Revolution as an anchor text. We asked, (a) When students are taught about elements of graphic novels during content-area reading instruction, in what ways are they able to demonstrate understanding of those elements in independent compositions? (b) Does this type of instruction also build historical content knowledge? Results indicate that students were able to simultaneously learn about the graphic novel form and the content of the focal text.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
The recent push to ban the teaching of critical perspectives in K-12 schools in the US has highlighted the need to equip future teachers with views that emphasise the inseparable connections among ...identity, language, and equity and the roles they have in supporting an inclusive and just society. This study explores possible effects of a critical language awareness (CLA) experiment on preservice teachers' perceptions about seven measures, including their language and identity, their own language use, supporting students' first language at home, using students' ethnic identities in the classroom, their language ideologies, using students' first language(s) in the classroom, and advocating for diverse students in the school. Survey data were collected from 97 preservice teachers (control = 51, experimental = 46). Findings suggest that the CLA experiment had a significant impact on four of the seven language and identity measures (e.g. supporting students' first language(s) use in the classroom, advocating for diverse students in the school. Some of the demographic (e.g. language status) and background factors (e.g. exposure to cultural/racial diversity in life) appeared to have moderated some effects on participants' perceptions. This study shows that critical content infused into the coursework through well-structured experiments can make a difference in preservice teachers' perceptions.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
7.
First Impressions Matter Jimenez, Laura M; Meyer, Carla K
Journal of literacy research,
12/2016, Volume:
48, Issue:
4
Journal Article
Peer reviewed
Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored ...by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how expert readers use intentional attention shifts to make meaning in graphic novels. Four expert graphic novel readers, and four expert print-dominant readers, between ages 16 and 20 were asked to trace their attention across the opening pages of five graphic novels and to predict what the story was about. Utilizing digital video recordings as the primary data source, analysis included creating a visual representation of each reader’s attention patterns, time used, as well as the complexity and accuracy of his or her predicted stories. Findings indicate that the expert graphic novel readers initially attended to visual elements to gain an understanding of genre, character, and possible plot points. Only after attending to the illustrations did they decode the written text, and finally synthesized the two. The expert print-dominant readers predominantly attended to written text effectively but did not use illustrations to support or extend their understanding or meaning making in the text. This study complicates current assumptions about the ease of reading graphic novels by observing expert-print dominant readers and expert graphic novel readers negotiate written text and illustrations.
Full text
Available for:
NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
21
st
-century adolescents face greater literacy demands than their predecessors. Consequently, many state and local school systems have initiated efforts to increase and improve literacy instruction ...for adolescent learners. Using survey research, this study strove to gauge middle and high school content-area teachers' foundational knowledge of adolescent literacy. The researcher used three policy documents published by the Carnegie Corporation as the foundation for the survey, which consisted of close-ended questions. The researcher utilized an online survey platform to locate and solicit potential participants. A total of 161 teachers participated. First, descriptive data were computed to determine participants' knowledge of adolescent literacy in general as well as subcomponents of the survey. Second, an ANOVA was computed to compare the performance of content-area subgroups. Results indicated that content-area teachers have limited declarative knowledge of adolescent literacy. Furthermore, data indicated that a significant difference did not exist among the content-area subgroups' performance.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
9.
Page Turners Maria T Genest; Katrina Bartow Jacobs; Carla K Meyer ...
International journal of the whole child,
10/2019, Volume:
4, Issue:
2
Journal Article
Page Turners Patricia A Crawford; Maria T Genest; Katrina Bartow Jacobs ...
International journal of the whole child,
04/2019, Volume:
4, Issue:
1
Journal Article
