Abstract:A growing body of work has contributed to the theorizing and practice of disciplinary literacy instruction at the secondary level. However, there has been relatively little attention paid to pedagogical supports—texts and practices—that can foster historical literacy development in English learners who begin their U.S. schooling in middle or high school. Using discourse data collected from an after‐school literacy program, the author shows how a historical graphic novel can foster disciplinary literacy by help… Show more
“…Findings from this study contribute to the growing body of research on the instructional affordances of graphic novels for literacy learning (Botzakis, ; Park, ). By explicating the meaning‐making processes of three eighth‐grade students as they read and interpreted Gettysburg: The Graphic Novel , we demonstrated how the concept of emotive empathy promoted contextualized readings of a complex informational text.Introduce students to the visual and linguistic features of graphic novels.…”
Section: Affordances Of Informational Graphic Novels For Literacy Leamentioning
confidence: 69%
“…We discuss how students read the text and how they drew on their own understandings, beliefs, experiences, and content knowledge to make meanings; ultimately, students engaged in emotive empathy with people depicted in this informational text, which in this case meant that they took an empathetic stance toward both notable historical figures and common individuals who may have lived during that time. We argue that students’ visual and emotional readings of the graphic novel promoted emotive empathy, which mediated textual interpretations that fostered a stance toward “history as an account of human events, narrated by an author with a point of view” (Park, , p. 42).…”
Section: Reading and Composing Emotive Empathy Across Visual And Lingmentioning
confidence: 99%
“…We note, however, how students’ readings deepened a contextualized stance toward history that recognizes how individuals’ experiences shaped the series of activities that surrounded the Gettysburg Address. Such stances may disrupt middle school students’ reading of history as a timeline of historical points, devoid of human agency or the human perspective embodied by the authors and illustrators who describe historical events (Park, ).…”
Section: Affordances Of Informational Graphic Novels For Literacy Leamentioning
confidence: 99%
“…This study illuminates some ways in which social studies students’ visual and linguistic meaning making about an informational text (President Abraham Lincoln's Gettysburg Address) promotes emotional connections to history. Additionally, the graphic novel format has been understudied by researchers of visual texts in the social studies, whose multimodal analyses have focused on historical fiction (e.g., Youngs, ) or disciplinary literacies (e.g., Brozo, Moorman, & Meyer, ; Park, ).…”
Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents’ reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and embodied textual responses situates this qualitative study, in which three eighth‐grade students learned about the graphic novel format, responded in writing to interpretive prompts, and thought aloud during their reading of Gettysburg: A Graphic Novel by C.M. Butzer. Analyses of students’ responses to the multimodal text revealed how constructing inferences between visual and linguistic sign systems mediated their emotive empathy—a central, if limited, component of historical empathy.
“…Findings from this study contribute to the growing body of research on the instructional affordances of graphic novels for literacy learning (Botzakis, ; Park, ). By explicating the meaning‐making processes of three eighth‐grade students as they read and interpreted Gettysburg: The Graphic Novel , we demonstrated how the concept of emotive empathy promoted contextualized readings of a complex informational text.Introduce students to the visual and linguistic features of graphic novels.…”
Section: Affordances Of Informational Graphic Novels For Literacy Leamentioning
confidence: 69%
“…We discuss how students read the text and how they drew on their own understandings, beliefs, experiences, and content knowledge to make meanings; ultimately, students engaged in emotive empathy with people depicted in this informational text, which in this case meant that they took an empathetic stance toward both notable historical figures and common individuals who may have lived during that time. We argue that students’ visual and emotional readings of the graphic novel promoted emotive empathy, which mediated textual interpretations that fostered a stance toward “history as an account of human events, narrated by an author with a point of view” (Park, , p. 42).…”
Section: Reading and Composing Emotive Empathy Across Visual And Lingmentioning
confidence: 99%
“…We note, however, how students’ readings deepened a contextualized stance toward history that recognizes how individuals’ experiences shaped the series of activities that surrounded the Gettysburg Address. Such stances may disrupt middle school students’ reading of history as a timeline of historical points, devoid of human agency or the human perspective embodied by the authors and illustrators who describe historical events (Park, ).…”
Section: Affordances Of Informational Graphic Novels For Literacy Leamentioning
confidence: 99%
“…This study illuminates some ways in which social studies students’ visual and linguistic meaning making about an informational text (President Abraham Lincoln's Gettysburg Address) promotes emotional connections to history. Additionally, the graphic novel format has been understudied by researchers of visual texts in the social studies, whose multimodal analyses have focused on historical fiction (e.g., Youngs, ) or disciplinary literacies (e.g., Brozo, Moorman, & Meyer, ; Park, ).…”
Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents’ reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and embodied textual responses situates this qualitative study, in which three eighth‐grade students learned about the graphic novel format, responded in writing to interpretive prompts, and thought aloud during their reading of Gettysburg: A Graphic Novel by C.M. Butzer. Analyses of students’ responses to the multimodal text revealed how constructing inferences between visual and linguistic sign systems mediated their emotive empathy—a central, if limited, component of historical empathy.
“…Personal epistemology, which is generally understood as individuals' theories of knowledge (what counts as knowledge) and knowing (how one comes to know), is an important factor that affects both processes and outcomes of student learning (Hofer, 2001), as well as comprehension of multiple sources (Bråten, Britt, Strømsø, & Rouet, 2011). The existing literature in this area primarily discusses opportunities for students to engage in recognizing epistemologies as they connect to disciplinary literacy (Goldman, Snow, & Vaughn, 2016;Park, 2016), agency, and writing (Pyo, 2016;Uccelli & Phillips Galloway, 2017) or as they pertain to source evaluation (Castek & Manderino, 2017).…”
The authors explored the ways in which students drew on their individual theories of knowledge and knowing, or personal epistemologies, to identify and learn from multiple informational sources found on the internet. Analysis of students’ think‐aloud reports (during reading) and their written questions (after reading) indicated that students’ personal epistemologies came into play as they were accessing, evaluating, and using diverse sources, which was reflected in their critical questioning in multiple ways. These results have implications for rethinking classroom literacy tasks in which students are asked to conduct online research to explore multiple pathways to understanding, questioning, and learning. The authors provide suggestions and instructional tools to support the development and use of students’ beliefs about knowledge in complex, multisource literacy task environments.
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