Bonner Online-Bibliographie zur Comicforschung
Bonn Online Bibliography of Comics Research

WIKINDX Resources

Duffy, Damian: Educational Hypercomics. Learners, Institutions, and Comics in e-Learning Interface Design. Diss. (PhD), University of Illinois, Library and Information Science 2016 (160 S.). 
Added by: joachim (24 Jan 2018 13:29:45 Europe/Berlin)   Last edited by: Deleted user (24 Jan 2018 14:47:25 Europe/Berlin)
Resource type: Thesis/Dissertation
Languages: englisch
BibTeX citation key: Duffy2016
Email resource to friend
View all bibliographic details
Categories: General
Keywords: Didaktik und Pädagogik, Digitalisierung, Sachcomics
Creators: Duffy
Publisher: University of Illinois (Urbana-Champaign)
Views: 2/75
Views index: 14%
Popularity index: 3.5%
Attachments   URLs   https://search.pro ... 06?accountid=14618
Abstract
Current literacy education research suggests that formal affordances of the comics medium lend themselves to critical pedagogies of new media literacy (see, e.g., Schwarz, 2006; Jacobs, 2007; Schwartz & Rubinstein-Ávila, 2006; Duffy, 2010). This research connects comics and new media because both are visually dominant, juxtapositional compositional forms that make meaning through multiple modes of communicative design. However, this research generally construes comics as a narrative form that bridges the traditions of print-based literacy with the wide array of multiliteracies required by new media. The evolution of comics as a form of digital communication within new media pedagogical texts has received far less attention. The present study addresses this lacuna in the literature through analysis of social semiotics of comics in the contexts of online learning.
This is a study of multimodal pedagogical discourse in online educational comics, specifically educational hypercomics. Hypercomics can be loosely defined as comics on the World Wide Web which incorporate semiotic affordances of digital delivery such as interactivity, multiplicity of reading paths, hypertextuality, audio, video, and animation. This study is a comparative social semiotic analysis of three educational hypercomics, focused on the ways in which the comics form interacts with digital affordances in educational institutional contexts in order to construe readers as learners. The goal of this research is to explicate ways in which digital comics' formal characteristics can function not only as a vehicle for narrative expression in pedagogy, but also as a strategy for e-learning information organization and interface design.

Table of Contents

1. Introduction (1)
2. Comics Indefinite, Disciplinarity, and Multimodality (22)
3. Resource Collection and Sample Selection (68)
4. Institutional Contexts and Interface Design (85)
5. Pedagogy in Remediation & Navigation (110)
6. Conclusion—Leveraging Liminality (124)

References (131)


Added by: joachim  Last edited by: joachim
wikindx 5.5 ©2018 | Total resources: 11593 | Username: -- | Bibliography: WIKINDX Master Bibliography | Style: Comicforschung-Bibliographie Stil (CFB) | Database queries: 51 | DB execution: 0.27648 secs | Script execution: 0.29166 secs

PHP execution time: 0.01404 s
SQL execution time: 0.27648 s
TPL rendering time: 0.00114 s
Total elapsed time: 0.29166 s
Peak memory usage: 1.3336 MB
Memory at close: 1.2834 MB