More Than Mere Motivation: Learning Specific Content Through Multimodal Narratives

Brugar, Kristy A.; Roberts, Kathryn L.; Jiménez, Laura M.; Meyer, Carla K.

doi:10.1080/19388071.2017.1351586

Cited by 24 publications

(13 citation statements)

References 34 publications

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“…Neither do we propose that the strategies we have shared are better than others or are sufficient to create expert graphic novel readers immediately. (For a slightly different approach, see Brugar et al., . )…”

Section: Discussionmentioning

confidence: 99%

“…Many teachers of struggling or reluctant readers and English learners have found that graphic novels lessen the cognitive load for print vocabulary and support meaning making. Content area teachers use graphic novels to teach difficult domain concepts in science, math, and social studies (e.g., Brozo, , ; Brugar, Roberts, Jiménez, & Meyer, ; Clark, ; Mathews, ). In English classrooms, graphic novels provide engaging choices for typical students (Brown, ; Carter, ; Mathews, ) and support the development of critical literacy (Mathews, ; Sabeti, ) and understanding of literary devices (Dallacqua, Kersten, & Rhoads, ).…”

Section: Literature Reviewmentioning

confidence: 99%

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A Suite of Strategies for Navigating Graphic Novels: A Dual Coding Approach

McClanahan¹,

Nottingham²

2019

The Reading Teacher

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

A Suite of Strategies for Navigating Graphic Novels: A Dual Coding Approach

McClanahan¹,

Nottingham²

2019

The Reading Teacher

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“…However, comics in classrooms, as documented in much of the current scholarship, aligns with school-mandated, structured, and conventional literacy practices. We know that across disciplines, comics support learning (Brugar et al, 2018;Cook, 2017;Jiménez & Meyer, 2017). Comics invite active reading and learning for all kinds of readers (Carter, 2007;Chun, 2009).…”

Section: Comics As Classroom Textsmentioning

confidence: 99%

Reading When the World Is on Fire

Dallacqua

2022

S & S

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This study explores teaching and learning with a range of texts — with a focus on comics — that highlight diverse identities and voices. I asked: What happens when a range of multimodal and nontraditional texts with prominent diverse identity representations are integrated into a 10th grade ELA curriculum? Data was collected in a culturally, racially, and linguistically diverse school with a 10th grade ELA teacher and six students as participants. The comics medium, combined with other media in multimodal text sets, provided opportunities to challenge normative curricula and for students to think about themselves and how they operate in their worlds.

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“…(Note that 'school subject' is not an exclusive category, and a study may include more than one subject.) Language arts include such topics as studies on grammar (Akkaya 2013), vocabulary uptake (Brugar et al 2018;Edwards 2008), reading comprehension (Brenna 2013;Jennings et al 2014) and literacy didactics (Kerneza and Kosir 2016;Wallner 2017bWallner , 2019), but do not include studies on English as a second/foreign language (ESL/EFL), or second-language acquisition (SLA, non-English). These were specifically categorized in the texts (Chiera-Macchia and Rossetto 2011;Chun 2009;Cimermanová 2015;Huh and Suh 2018;Ranker 2007).…”

Section: School Subjects Included In the Datamentioning

confidence: 99%

Using comics and graphic novels in K-9 education: An integrative research review

Wallner

Barajas

2020

Studies in Comics

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The aim of this article is to increase knowledge on the use of comics as materials in K-9 education (ages 6–15). This is achieved through an integrative research review. Reference lists and websites have been searched, both by database searches and manually, and the results analysed and cross-referenced to identify common areas of research and possible gaps in knowledge. 55 texts (research articles and doctoral theses) were found, with 40 first authors from fourteen countries. The results revealed several gaps in knowledge. Most of the analysed studies had been carried out in North America, which suggests that more studies in other educational contexts, published in English, are needed, and that cross-national studies of comics in education will be productive. Furthermore, only three of the analysed texts describe studies that have high ecological validity, while all of the remaining 52 studies were ‘staged’ studies, in which the researcher had introduced material and observed the results. This suggests that further studies that utilize non-experimental research methods are needed. Finally, most studies focus on students’ reading preferences in regard to comics, rather than, for example, on how students compose comics or what they learn through comics. Thus, further studies that explore student work with comics, and examine the kinds of knowledge that reading comics enables, are desirable.

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More Than Mere Motivation: Learning Specific Content Through Multimodal Narratives

Cited by 24 publications

References 34 publications

A Suite of Strategies for Navigating Graphic Novels: A Dual Coding Approach

A Suite of Strategies for Navigating Graphic Novels: A Dual Coding Approach

Reading When the World Is on Fire

Using comics and graphic novels in K-9 education: An integrative research review

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