Cartoon drawing as a means of accessing what students know about HIV/AIDS: an alternative method

Mutonyi, Harriet; Kendrick, Maureen

doi:10.1177/1470357211398447

Cited by 31 publications

(26 citation statements)

References 24 publications

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“…We find it most productive to place equal emphasis on each of the three sites, seeing them as inextricably connected and recursively relational to one another. Moreover, we take her core methodology as a constructive space for the integration of other visual methodologies (see, e.g., Kendrick & Jones, ; Mutonyi & Kendrick, ).…”

Section: Visual Methodologiesmentioning

confidence: 99%

Boys’ Hidden Literacies: The Critical Need for the Visual

Rowsell¹,

Kendrick²

2013

J Adolescent & Adult Lit

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Section: Visual Methodologiesmentioning

confidence: 99%

Boys’ Hidden Literacies: The Critical Need for the Visual

Rowsell¹,

Kendrick²

2013

J Adolescent & Adult Lit

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“…'s () report on the construction of multimodal dual‐language books, Marshall and Toohey's () research on the multimodal transformations of Punjabi children's family narratives, Lotherington and Chow's () study of the use of digital media to develop writing, and Naqvi's () documentation of use of multimodal dual‐language books in content areas. More broadly, researchers into human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) and health education have described how nonlinguistic modes have enabled a more substantial understanding of difficult knowledge and experience than linguistic modes alone (Mutonyi & Kendrick, ). In each case, the work of TESOL researchers has raised critical questions regarding the place of learners’ plurilingual resources within their multimodal repertoires, and how students’ repertoires might figure in language pedagogies.…”

Section: A Range Of Researchmentioning

confidence: 99%

Multimodality: Out From the Margins of English Language Teaching

Early¹,

Kendrick²,

Potts³

2015

TESOL Quarterly

107

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W hile we learn languages to communicate, language is not the only or even (at times) the primary mode of communication. These two simple understandings, which underlie the expanding interest of language educators and researchers in multimodality, and underpin shifts in our thinking about discourse, texts, and language pedagogies, are being reimagined to acknowledge the increasing prominence of nonlinguistic modes. This interest is broad-based, extends across international borders and linguistic communities, and entails much more than the simple addition of visual literacy to the crowded lists of skill sets demanded of English language learners. It is driven by more than two decades of research in education, in linguistics and semiotics, and in fields as diverse as Internet and communication studies; it has led those within the field of language education to more explicitly rethink how language is used in contemporary learning contexts and the world beyond. Our own interest in these issues predates the currency of the term multimodality, and is informed by our years as teachers and researchers across a range of geographic, institutional and cultural contexts; by our work with young children, adolescents, and adults; and by our work with learners privileged and those disadvantaged by contemporary socioeconomic and political conditions. We are very pleased, therefore, to be editing this special issue on multimodality.

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“…This data collection and analysis was chosen for a number of reasons. First, participants were children and research has demonstrated that powerless or minority populations may be better able to express their perceptions through visual representations rather than through language (Mutonyi & Kendrick, 2011; Tracy & Malvini Redden, 2015). Second, drawing as a data collection method has been shown to elicit taken-for-granted assumptions of identity characteristics (Bell & Clarke, 2014), which aligns well with our research aims related to implicit constructions of identity.…”

Section: Methodsmentioning

confidence: 99%

Athletic Identity Transformation: A Qualitative Drawing Analysis of Implicit Constructions of Athletes, Girls, and the Self

Zanin

Preston

Adame

2019

Communication & Sport

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This study utilizes a drawing analysis to elicit identity constructions of two groups of youth in a large metropolitan area located in the Southwestern United States. These two groups were girls, aged 8–12, who either (a) enrolled and participated in a sports program or (b) did not enroll in the program and did not participate in sports ( N = 25). Participants were asked to draw images of an athlete, a girl, and themselves, then explain the images to interviewers. A drawing analysis (i.e., an iterative content analysis of participant drawings) revealed differences in implicit notions of what identity characteristics each group of participants attributed to athletes and girls. Analysis also revealed group differences in either similarity or divergence among the three drawings, indicating higher or lower levels of identification with athletes and gender among groups. Implications for the relationship between athletic and feminine identification and girls’ participation in youth sport are discussed.

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Cartoon drawing as a means of accessing what students know about HIV/AIDS: an alternative method

Cited by 31 publications

References 24 publications

Boys’ Hidden Literacies: The Critical Need for the Visual

Boys’ Hidden Literacies: The Critical Need for the Visual

Multimodality: Out From the Margins of English Language Teaching

Athletic Identity Transformation: A Qualitative Drawing Analysis of Implicit Constructions of Athletes, Girls, and the Self

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