From Comic Strips to Graphic Novels 2013
DOI: 10.1515/9783110282023.27
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Zooming In and Out: Panels, Frames, Sequences, and the Building of Graphic Storyworlds

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Cited by 15 publications
(4 citation statements)
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“…In order to study accountants’ thematic roles, their actions or the actions from which they suffer, at the discursive level, were identified. To do so, comics reading theories on the codes used in comics (Eisner, 1985, 1996; Horstkotte, 2013; Kukkonen, 2013a, 2013b; McCloud, 1993) were mobilized. Following Figure 4 (Braun and Clarke, 2006), thematic roles were created progressively, each time a new thematic role was recognized.…”
Section: Methodology Of Researchmentioning
confidence: 99%
“…In order to study accountants’ thematic roles, their actions or the actions from which they suffer, at the discursive level, were identified. To do so, comics reading theories on the codes used in comics (Eisner, 1985, 1996; Horstkotte, 2013; Kukkonen, 2013a, 2013b; McCloud, 1993) were mobilized. Following Figure 4 (Braun and Clarke, 2006), thematic roles were created progressively, each time a new thematic role was recognized.…”
Section: Methodology Of Researchmentioning
confidence: 99%
“…As McCloud (1993) explains, 'space does for comics what time does for film' (p.7). Time is expressed as a repetition of images, an elongated panel, speech bubbles and speed lines (Horstkotte, 2013). Time is also more under the control of the reader, as the transition of the still image into narrative time depends on the rhythm in which our eyes move from panel to panel (Smith, 2013: 28).…”
Section: Gender Sexuality and Ageing In Comics And Graphic Novelsmentioning
confidence: 99%
“…Alternatively, preschoolers’ attention could easily be tuned into the creative use of print within the illustrations by asking, “What is special about how Matthew wrote the word howl on this page?” Similarly, mentor texts could be used to introduce speech bubbles, captions, and text panels in developmentally appropriate ways with preschoolers (McAndrews, 2020). Comic book mentor texts can be used to teach about how panels, speech bubbles, and narrative text boxes contribute to the unique ways graphic novels can quickly draw us into stories simply through their size, shape, and position inside or outside of illustration panels (Horstkotte, 2013). Preschoolers can discuss and imitate the different use of a speech bubble in their drawing versus a text panel added to the bottom of their illustration by a teacher dictating the meaning of the image.…”
Section: Supporting Children’s Writing Identities Through Positive Exmentioning
confidence: 99%