From Comics to the Graphic Novel

Tabachnick, Stephen E.

doi:10.1017/9781316258316.004

Cited by 11 publications

(6 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, the authors used imagery, colour, fonts, shapes, and lines to emphasise the protagonists' internal struggles (Burger 2018;Eisner 2008;McCloud 2006;Tabachnick 2017). Riad's anger was articulated through the colour red.…”

Section: Discussionmentioning

confidence: 99%

“…An increasingly popular way to develop religious literacy is through graphic novels due to their ability to impart complex narratives through images, written language, and design elements that work together to make meaning (Burger 2018;Eisner 2008;McCloud 2006;Tabachnick 2017). Since the publication of Art Spiegleman's Maus in 1986, graphic novels have gained in popularity, both in popular culture and in the classroom.…”

Section: Religious Literacy Through Graphic Novelsmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Jihad: Developing Religious Literacy through Graphic Novels

et al. 2020

View full text Add to dashboard Cite

This study examined the representations of jihad in graphic novels to ascertain how its depictions may inform the development of religious literacy in secondary classrooms. Hegemonic constructions of jihad in the West are commonly reduced to false binaries that shape non-Muslims’ extant beliefs and perceptions of Islam and Muslims. This raises concerns about the ways in which societal expectations shape knowledge formation in schools. Accordingly, this critical content analysis explored the depiction of jihad in three graphic novel memoirs, an increasingly popular medium of instruction in secondary classrooms. Our analysis identified three forms of jihad conveyed through the graphic novels, specifically: jihad for education, jihad for gender justice, and jihad for identity. These representations provide robust counternarratives and suggest the value of teaching religious concepts through graphic novels as a way to develop deeper understandings and counter misinformation. The article concludes with six recommendations for educators to consider when teaching religious content through contemporary graphic novels.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Religious Literacy Through Graphic Novelsmentioning

confidence: 99%

Teaching Jihad: Developing Religious Literacy through Graphic Novels

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Although the lines in graphic literature, such as novels or comics, are not exactly realistic depictions of people or movement, we "see" individuals who are moving when we look at them because we participate in the medium by "filling in the blanks." When we see the three letters b, a, and m accompanied with an action drawing, we may even "hear" a "BAM" sound in our heads [28] For EFL students, the challenge may arise not only from the complexity of learning a new language, but also from the complexity of learning a new culture. There is indication reveals that students may face various socio-cultural factors affecting English-language learning.…”

Section: B the Potency Of Graphic Novel To Improve Speaking Skills Fo...mentioning

confidence: 99%

Adapting the Graphic Novel to Improve Speaking Fluency for EFL Learners

Gultom

Frans

Cellay

2022

JOAW

View full text Add to dashboard Cite

This study examines the viability of the literature in terms of escalating English speaking fluency for EFL learners. The focus of this study applied graphic novels as a particular research object. As part of literature, the graphic novel has become one of the resources allowing learners to access attractive, inspired, conceptual, and artistic encounters for learners. This study used a quantitative method focused on online class observation and survey analysis. The purpose of this study is to show the impact of literature on EFL learners to speak, to outline the potency of graphic novels to escalate their speaking skills, and to boost their fluency.

show abstract

“…De plus, le roman graphique aborde fréquemment des thématiques politiques, sociales ou philosophiques (Christensen, 2006 ;Low, 2017). Enfin, il s'adresse majoritairement à des lecteurs adolescents et adultes (Tabachnick, 2017).…”

Section: Le Roman Graphique Un Outil Innovant Dans Les Interventions ...unclassified

L’importance de la motivation à lire dans la compréhension en lecture chez les adolescents : le roman graphique, un outil prometteur ?

Genucchi¹,

Content²,

Chetail³

2022

L’Année Psychologique

View full text Add to dashboard Cite

Selon les résultats de l'enquête du Programme International pour le Suivi des Acquis des élèves (PISA) de 2018, un élève de 15 ans sur quatre est considéré comme un lecteur peu performant. La génération d'inférences joue un rôle majeur parmi les processus de compréhension en lecture et représente une source potentielle de difficultés. Il n'est donc pas étonnant d'observer un développement important d'interventions ciblées sur cette compétence. Leurs effets pourraient néanmoins être partiellement médiés par la motivation à lire. En conséquence, quelle que soit la nature des interventions, si les adolescents ne sont pas motivés à s'y engager, celles-ci n'auront probablement que peu d'effet durable. Cependant, la motivation à lire est rarement considérée dans l'élaboration de ces interventions. Nous discutons donc de la pertinence d'un outil prometteur, qui pourrait à la fois soutenir l'entrainement des compétences de compréhension en lecture et favoriser la motivation à lire des adolescents : le roman graphique. Abstract (EN) : The Importance of Reading Motivation in Adolescent ReadingComprehension: The Graphic Novel as a Promising Tool?According to the results of the 2018 Programme for International Student Assessment (PISA) survey, one in four 15-year-old students is considered a low-performing reader.Inference generation plays a major role in reading comprehension and represents a potential source of difficulties. It is therefore not surprising to observe a significant development of interventions targeted at this skill. However, their effects could be partly mediated by reading motivation. Therefore, whatever the nature of the interventions, if adolescents are not motivated to engage in them, they are likely to have little lasting effect. Nevertheless, reading motivation is rarely considered in the development of these interventions. Thus, we discuss the relevance of a promising tool, which could both support the training of reading comprehension skills and foster motivation to read in adolescents: the graphic novel.

show abstract

From Comics to the Graphic Novel

Cited by 11 publications

References 4 publications

Teaching Jihad: Developing Religious Literacy through Graphic Novels

Teaching Jihad: Developing Religious Literacy through Graphic Novels

Adapting the Graphic Novel to Improve Speaking Fluency for EFL Learners

L’importance de la motivation à lire dans la compréhension en lecture chez les adolescents : le roman graphique, un outil prometteur ?

Contact Info

Product

Resources

About