A Suite of Strategies for Navigating Graphic Novels: A Dual Coding Approach

McClanahan, Barbara J.; Nottingham, Maribeth

doi:10.1002/trtr.1797

Cited by 17 publications

(8 citation statements)

References 30 publications

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“…Studies show that comics can help develop learners' critical literacy (Chun 2009), knowledge of culture and history (Chisholm, Shelton, and Sheffield 2017), and linguistic structures (Ludewig 2017), media literacy (Cook 2017), and cross-disciplinary literacy (Park 2016). Comics also promote meaning-making and aid teachers in lessening students' cognitive load when acquiring vocabulary through reading activities (McClanahan and Nottingham 2019). Most studies that have investigated the use of comics in language teaching have focused on their use in the learning and teaching of English as a first or, more rarely, second language, overwhelmingly in tertiary education (Boerman-Cornell 2016;Lawn 2011;Schwarz 2010).…”

Section: The Use Of Comics As a Multimodal Resourcementioning

confidence: 99%

Comics as a multimodal resource and students’ willingness to communicate in Russian

Calafato

Gudim²

2021

Journal of Graphic Novels and Comics

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The multimodal nature of daily interactions in the twenty-first century has led to growing calls for the inclusion of multimodal content like comics in foreign language classrooms. Such content, as opposed to traditional language textbooks, can boost learners' self-confidence and more effectively develop their multimodal competence, including their willingness to use foreign languages via diverse media. This article reports on an exploratory study involving a teacher of Russian as a foreign language (RFL) and her students that investigated how the use of comics as a pedagogical resource affected the students' willingness to communicate (WTC) in Russian, the teacher's level of engagement with her students, and her professional development. The study drew on interviews, classroom observations, and samples of students' written production over two semesters. The study's findings revealed that the use of comics boosted the students' WTC in Russian multimodally, as well as their desire to read in the other languages they knew. The students exhibited a greater willingness to speak Russian during lessons, interact with others in Russian via social media networks, produce art that incorporated Russian, and engage in performative behavior using Russian in the classroom and beyond.

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Section: The Use Of Comics As a Multimodal Resourcementioning

confidence: 99%

Comics as a multimodal resource and students’ willingness to communicate in Russian

Calafato

Gudim²

2021

Journal of Graphic Novels and Comics

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“…Graphic novels have been used in recent years to explore multimodal complexities (Connors, 2015; Kwon, 2020; Low and Jacobs, 2018; McClanahan and Nottingham, 2019; Smith and Pole, 2018), encourage empathy and compassion (Basinger, 2014; Chisholm et al, 2017), and learn about historical events or people (Bosma et al, 2013; Clark, 2014; Clark and Camicia, 2013). Historical graphic novels may provide opportunities for readers to attend to information of the past as well as make personal, emotion‐related connections (Chisholm et al, 2017).…”

Section: Children's Literature As a Springboard For Discussionmentioning

confidence: 99%

Another Fever Year? Making sense of pandemics with a historical graphic novel

Griffith,

Smith

2023

Literacy

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This qualitative study highlights how children's literature can serve as a springboard for discussing current events while making connections with a similar historical event. Undergraduate students enrolled in children's literature courses read the graphic novel Fever Year: The Killer Flu of 1918 and discussed the parallels between the book and the COVID‐19 pandemic. Findings indicate strong text‐to‐self and text‐to‐world connections between the events of the flu of 1918 highlighted in the graphic novel and those of the COVID‐19 pandemic. Connections included restrictions and closures, mask mandates, vaccine development, medical theories, and theories of spread. Information dissemination and consumption was a prominent theme.

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“…Teachers are the key to effectively integrate technology into the classroom (Scherer et al, 2019). Regular training sessions aiming to develop not just teachers’ necessary technical skills to use ICT devices (e.g., computers, interactive whiteboards and tablets) but also their innovative ICT-empowered reading pedagogical practices (e.g., strategies for navigating graphic novels using a dual coding approach) will lay a solid foundation for successful ICT integration in the reading classroom (Albion et al, 2015; Jack & Higgins, 2019; McClanahan & Nottingham, 2019). In addition, teachers’ exchange of novel ideas and rewarding experiences in teaching practices with their colleagues in regular forums is expected to facilitate sustainable and scalable ICT integration in education (Prestridge & Tondeur, 2015).…”

Section: Discussionmentioning

confidence: 99%

The Relationships Among ICT-Related Psychological Factors, School Contextual Factors and Secondary Students’ Reading Performance: A Multilevel Analysis Across 47 Economies

Xiao

Hew

2022

Journal of Educational Computing Research

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Evolving information and communication technology (ICT) reshapes people’s reading activities by popularizing digital reading. Past studies focused on the relationships between students’ frequency of ICT use and reading performance but neglected the possible interrelationships between students’ ICT-related psychological factors, school contextual factors and reading performance. This study applied the Self-determination Theory (SDT) to explore the relationships between students’ ICT-related psychological factors (perceived interest, autonomy, competence, and social interaction in using ICT) and reading performance. The possible moderation effects of schools’ contextual variables (schools’ support in ICT devices and schools’ support in teachers’ capacity to integrate technology in teaching) were also investigated. Data from 222,293 secondary students from 10,103 schools in 47 economies who participated in the Program for International Student Assessment (PISA) 2018 were analyzed using three-level hierarchical linear modeling. The results provided support for the SDT by confirming the positive correlations between students’ ICT-related interest, autonomy and competence and reading performance, and the accentuating moderation effect of schools’ contextual factors. However, students’ perceived social interaction in ICT use was negatively correlated with reading performance, and this negative correlation worsened with increasing schools’ support in ICT devices while buffered with increasing schools’ support in teachers’ capacity to use technology.

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A Suite of Strategies for Navigating Graphic Novels: A Dual Coding Approach

Abstract: These strategies can encourage teachers who do not like or have not taught with graphic novels to wade into those waters.

Cited by 17 publications

References 30 publications

Comics as a multimodal resource and students’ willingness to communicate in Russian

Comics as a multimodal resource and students’ willingness to communicate in Russian

Another Fever Year? Making sense of pandemics with a historical graphic novel

The Relationships Among ICT-Related Psychological Factors, School Contextual Factors and Secondary Students’ Reading Performance: A Multilevel Analysis Across 47 Economies

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