The Case for Graphic Novels

Hoover, Steven

doi:10.15760/comminfolit.2012.5.2.111

Cited by 22 publications

(19 citation statements)

References 12 publications

(18 reference statements)

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“…Okuryazarlığın geliştirilmesinde okuduğunu anlama stratejileri oldukça önemlidir (Akyol, 2011 (Bloom, 1979;Bunn, 2012;Downey;Hines&Dellinger, 2011;Hoover, 2012;Marsh, 1978;Muzumdar, 2016;Short&Reeves, 2009;Williams, 2008;Yusof, Lazım &Salehuddın, 2017 Extended Summary…”

Section: Tartışma Ve Sonuçunclassified

“…Çizgi roman sözcükleri ve görüntüleri ustalıkla kullanarak etkileyici bir potansiyel oluşturur (Liu, 2004). Diğer taraftan çizgi roman anlam yaratmak için metinsel ve görsel bilginin sentezine dayandığından (Hoover, 2012) okuruna yaşam deneyimleri sunarak, sağlam temaları sürükleyici kurguları ile okuma merakı ve isteği uyandırır, okura düş ve fantezi ortamı hazırlar (Tuncer, 2000). Çizgi romanların öğrencilerin okuma performanslarını, yaratıcı problem çözme ve hatırlama becerilerini olumlu yönde etkilediği konusunda ortak bir görüş vardır (Muzumdar, 2016;Short&Reeves, 2009).…”

Section: Introductionunclassified

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Eğitici Çizgi Romanların Işığında Okuduğunu Anlama Stratejilerinin Kullanımı

Karagöz

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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One of the defining elements of the learning environment are materials. The materials contribute learning/teaching process to have qualification; in this sense, educational comic books composed of pictures and literature are extremely crucial in terms of learning environment. This study aims at determining the interdisciplinary contents of educative comic books in the light of the books Adam Olmuş Çocuklar and Kahraman Kadınlarımız belonging to social anthropologist Suat Turgut, understanding how the secondary school students use reading comprehension strategies and showing the practicality of strategies. A conceptual framework about the educational comic books was formed in this study and according to this, the interdisciplinary potentials of comic books were highlighted by emphasizing the role of them in education environment. All the comic books examined in this study were analyzed and categorized within this particular context. The study is a descriptive research and the analysis of the data is based on the document analysis and content analysis technique. It is stated at the end of study that the contexts in the comic books Adam Olmuş Çocuklar and Kahraman Kadınlarımız are rich in interdisciplinary contents. It was observed that, when these comic books are associated with the other ones, they have a functional contribution to learning/teaching process. Moreover, literacy strategies were presented in the study with the purpose of helping to practise the educative comic books. It is highlighted at the end of the study that the strategy (K-W-L) 'What I know, What I want to learn and What I learnt' that is used for this study is the one students are the most successful. On the other hand, it was observed that the most compelling strategy to practise in a learning environment is (POSSE) the reading comprehension strategy. In the light of available findings, there are some suggestions about the comic books for teachers, researchers and publishers. ÖzÖğrenme ortamının belirleyici ögelerinden biri de materyallerdir. Materyaller öğrenme/öğretme sürecinin nitelik kazanmasına ortam hazırlar. Bu bağlamda resim ve edebiyatın bileşiminden oluşan eğitici çizgi romanlar öğrenme ortamı açısından son derece önemlidir. Bu çalışma sosyal antropolog Suat Turgut'un Adam Olmuş Çocuklar ile Kahraman Kadınlarımız çizgi roman setlerindeki eserler örneğinde eğitici çizgi romanların disiplinler arası içeriklerini belirlemek, ortaokul öğrencilerinin okuduğunu anlama stratejilerini nasıl kullanabileceklerini görmek ve kullanılan stratejilerin uygulanabilirliğini göstermek amacıyla yapılmıştır. Çalışmada eğitici çizgi romanlar hakkında kavramsal bir çerçeve oluşturulmuş; bu çerçeveye göre çizgi romanların eğitim ortamındaki yeri üzerinde durularak disiplinler arası olanakları vurgulanmıştır. Çalışma kapsamında incelenen çizgi romanlar belirlenen çerçevede çözümlenerek sınıflandırılmıştır. Çalışma betimsel bir araştırma olup, verilerin analizinde doküman incelemesi ve içerik analizi tekniğinden yararlanılmıştır. Çalışma sonucunda Adam Olmu...

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Section: Tartışma Ve Sonuçunclassified

Section: Introductionunclassified

Eğitici Çizgi Romanların Işığında Okuduğunu Anlama Stratejilerinin Kullanımı

Karagöz

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…In the present day, the graphic novel as a reading genre is extremely popular in various places, such as libraries and bookstores, and it has been critically analysed by various newspapers and internet sites. While in the past, graphic novels centered more on superheroes, now they have been created to place more emphasis on issues that cover various subjects (Callahan, 2009;Hoover, 2012). In recent developments, more movies are being adapted from graphic novels and comics, such as 'Superman' and 'Batman' (Ruppel, 2006).…”

Section: The Development Of the Graphic Novelmentioning

confidence: 99%

“…In the teaching and learning process, the teacher who can use the graphic novel competently in his/her classroom must able to present opportunities to the students to understand the texts through multiple levels (Williams, 2008;Hoover, 2012). The levels that can be considered include investigating the writers' intention, characters and setting as well as the relationship between the words and images (Williams, 2008).…”

Section: The Development Of the Graphic Novelmentioning

confidence: 99%

“…The levels that can be considered include investigating the writers' intention, characters and setting as well as the relationship between the words and images (Williams, 2008). In order to accomplish these tasks, the students simultaneously activate their analytical skill, understanding, inference and higher order thinking skill (Smetana, Odelson, Burns & Grisham, 2009;Hoover, 2012).…”

Section: The Development Of the Graphic Novelmentioning

confidence: 99%

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Teacher and Students’ Perceptions of Reading a Graphic Novel using the Multiliteracies Approach in an ESL Classroom

Pishol

Kaur

2015

MJLI

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Purpose-This article reports on the practical application of Learning Elements advocated by the multiliteracies approach to classroom practice. Its ideas are grounded in the multiliteracies pedagogical principles of teaching and learning that address issues on literacy and learning in today's globalised world. The main objective of this study was to analyse the perceptions of one ESL teacher and 24 students in reading a graphic novel using the multiliteracies approach in an ESL classroom. Methodology-The study involved the collection of qualitative data which was derived from focus group interviews and a journal writing activity. These instruments aimed to get feedback from the ESL teacher and students about their perceptions of reading a graphic novel using the multiliteracies approach in the reading classroom. The materials used for the focus group interviews and the journal writing activity. The data from the focus group interviews were analysed by using thematic analysis. Meanwhile, the data from the teacher journal entries were subjected to a micro analysis approach using the content analysis method. Findings-The fi ndings showed that the students perceived the use of the graphic novel and the multiliteracies approach in their reading class positively because they felt that the lessons were engaging, enjoyable and interesting. This supported the views of the ESL teacher who advocated the inclusion of multimodal pedagogical practices in the learning context to promote positive outcomes.

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