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Reading the Imagetext: A multiple-ca...

Cavanaugh, Kevin T.

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Reading the Imagetext: A multiple-case study of community college students reading graphic novels.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading the Imagetext: A multiple-case study of community college students reading graphic novels./
作者:	Cavanaugh, Kevin T.
面頁冊數:	284 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701046
ISBN:	9781321714029

Reading the Imagetext: A multiple-case study of community college students reading graphic novels.
Cavanaugh, Kevin T.

Reading the Imagetext: A multiple-case study of community college students reading graphic novels. - 284 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2015.

Over the last two decades, educators have argued over the benefits of using graphic novels, long-form narratives written in comic-book style, in classrooms from elementary school through college. However, fewer studies have looked to describe what students actually do when they read these texts. This multiple-case study, employing interviews, classroom observations, and document analysis, reviewed data from five community college students in a sophomore-level literature course focused on graphic novels to answer one overriding research question: what literacy practices do community college students engage in when attempting to make meaning from graphic novels? Sub-questions included: what factors in the students' personal background inform their efforts to make meaning of the graphic novels; and, in what ways does the classroom context influence how students make meaning from graphic novels? Social-semiotic multimodal literacy theory and comics theory both provided a theoretical background for the study, revealing ways in which the interplay of text and image, as well as the formal considerations of comics themselves, might impact the reading and meaning-making strategies of anyone who picks up a graphic novel. In the end, the study revealed that despite some previous claims regarding the ease of the comic form for readers, the graphic novel is in fact a challenging genre to read. Further, and more importantly, it revealed that students relied on three key factors in order to read, understand, and make-meaning from the texts: 1) the traditional literacy practices they learned in previous English classes; 2) the social context of the particular classroom in this study and the subsequent influence of its instructor; and 3) the participants own previous experiences with and knowledge of not only the comic form but also other popular media and cultural history, more generally.

ISBN: 9781321714029Subjects--Topical Terms:

532624
Language arts.

Reading the Imagetext: A multiple-case study of community college students reading graphic novels.
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