Teaching with Comics for the First Time
Traditional Literacy and Non-Traditional Texts in Content Area Classrooms
DOI:
https://doi.org/10.15763/issn.2376-5275.2022.5.2.64-94Keywords:
graphic novels, comics, science, English language arts, content area literacy, traditional literacyAbstract
This research project examines the literacy practices that developed and were implemented around the comics medium when two secondary teachers (one AP Science and one AP English) used graphic novels for the first time in their classroom instruction. Drawing from the view of literacy as a social practice, the researchers used ethnographic methods to examine the two case study classrooms. Using constant comparative analysis and interpretive analysis, the researchers identified six literacy practices the teachers used to teach with and about the graphic novels including Q&A, lecture, answering multiple choice questions, reading out loud, writing about comics, and drawing comics.
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