Reading Students' Visual Texts Created in English Language Arts Classrooms

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“…As primary tools I employed critical discourse analysis (CDA), concentrating particularly on Gee's (1999Gee's ( , 2004Gee's ( , 2005) CDA framework and adopting Rogers' (2004) view of the term "critical," and visual analysis (Albers, 2007(Albers, , 2009Kress & van Leeuwen, 1996). Like many scholars, Gee views narratives as important sense-making devices.…”

“…Descriptive texts visually represent "a single recognizable captured moment or action" (Albers, 2007, p. 137), and schematic texts contain multiple elements whose relationships are understood explicitly or implicitly. Visual texts are analyzed for many features that convey hidden and visible messages, including object placement (top/bottom, left/right, and center), vectors, size, volume, and colors (Albers, 2009;Kress & van Leeuwen, 1996). Images that have a vertical orientation are often read from top to bottom with the top of the sketch representing the ideal and the bottom the real.…”

“…Eunji's narrative is based on data collected from individual interviews, group conversations, and artifacts (e.g., drawings [I and II] and reflective memos) that explore her fluid and multiple identities as a NNES in language teacher education. To analyze her constructive activities, I employed a form of critical discourse analysis grounded in Gee's (1999Gee's ( , 2004Gee's ( , 2005 and Rogers' (2004) methods as well as visual analysis (Albers, 2009;Kress & van Leeuwen, 1996), focusing on data specifically related to the critical issues of this study, including interesting or surprising points that emerged within larger units of spoken, written, and visual text.…”

Demystifying Native Speaker Ideology : The Critical Role of Critical Practice in Language Teacher Education

“…Eunji's narrative is based on data collected from individual interviews, group conversations, and artifacts (e.g., drawings [I and II] and reflective memos) that explore her fluid and multiple identities as a NNES in language teacher education. To analyze her constructive activities, I employed a form of critical discourse analysis grounded in Gee's (1999Gee's ( , 2004Gee's ( , 2005 and Rogers' (2004) methods as well as visual analysis (Albers, 2009;Kress & van Leeuwen, 1996), focusing on data specifically related to the critical issues of this study, including interesting or surprising points that emerged within larger units of spoken, written, and visual text.…”

Transmediation and the Transparent Eye-ball: Approaching Literature through Different Ways of Knowing

“…I was introduced to this conceptalthough I didn't know what to call it then-at the Bard College Institute for Writing and Thinking, in 2002. There, the instructors encouraged us to express our understanding of a poem through a sketch, or through another of what Albers (2009) called "visual texts," "texts created from visual media (paint, collage, drawing, clay, photographs, and so on)" (p. 6).…”