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Hammond, Heidi: Graphic Novels and Multimodal Literacy. A Reader Response Study. Saarbrücken: Lambert Academic Publ. 2009. (143 S.) 
Added by: joachim (08 Feb 2011 00:33:39 UTC)   Last edited by: joachim (09 May 2012 21:28:10 UTC)
Resource type: Book
Languages: englisch
ID no. (ISBN etc.): 3838315022
BibTeX citation key: Hammond2009
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Categories: General
Keywords: Didaktik und Pädagogik, Rezeption
Creators: Hammond
Publisher: Lambert Academic Publ. (Saarbrücken)
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Attachments   URLs   http://conservancy ... mn_0130E_10225.pdf
Abstract
Graphic novels are fiction or nonfiction books presented in comic book format that require multimodal literacy for understanding. To determine how students make meaning of and respond to a graphic novel, 23 twelfth grade students in a political science class read American Born Chinese twice. This study employed qualitative methods based on reader-response theory. Types of data collected included oral and written responses of students, student reading questionnaires, teacher and student interviews, observations as recorded in researcher field notes, and student created comics. Responses were coded through a process of reduction and interpretation. Results indicated that reading a graphic novel was a new experience for the majority of participants and they enjoyed the book. With the introduction of comics conventions and further development of multimodal literacy skills, students acquired new knowledge on a second reading of the book. Evidence from this study supports the benefits of teaching comics conventions and reading graphic novels as part of the curriculum to improve multimodal literacy skills.

Table of Contents

Acknowledgements (i)
Dedication (ii)
Abstract (iii)
Table of Contents (iv)
List of Tables (ix)
List of Figures (x)
List Of Appendices (xi)

1. Introduction (1)
Comic Books and Graphic Novels (2)
New Literacy (5)
Background of Study (7)
Purpose of the Study (12)

2. Review Of The Literature (14)
Reader Response Theories (14)
Experiential Theories (14)
Responses to Multimodal Texts (16)
Comics Audience (18)
Textual Theories (21)
Comics Conventions (26)
Semiotics Theory (32)
Reading Comics (36)
Comics and Picture Books (36)
Comics and Traditional Books (37)
Comics and Film (41)
Comics Literacy (42)
The History of Comics (44)
The History of Comics in Education (52)
Recent Studies of Comics and Graphic Novels in the Classroom (54)
Classroom Use of Graphic Novels (57)
Response to Comic Books (62)
Techniques for Teaching Graphic Novels (64)
Educational Benefits of Comics and Graphic Novels (66)
Summary (68)

3. Methodology (70)
The Participants and the Role of the Researcher (70)
The Participants (70)
Role of the Researcher (71)
Materials (73)
American Born Chinese (73)
Instructional Materials (74)
Procedure (75)
Pilot Study (75)
The Study (76)
Design of the Study (81)
Trustworthiness (82)
Data Analysis (83)

4. Results (86)
Written Responses – First Reading (86)
Plot Responses (88)
Retelling (90)
Interpretation (90)
Prediction (91)
Theme (92)
Opinion/Evaluation Responses (93)
Connections (intertextual/personal) Responses (96)
Questions Responses (97)
Images Responses (98)
Setting Images (99)
Plot Images (100)
Facial Expressions or Emotions (102)
Stereotypes (103)
Comics Conventions (105)
Reading Images (106)
Student Discussion Responses (107)
Student Survey Results (112)
Question Four (113)
Question Five (114)
Question Seven (115)
Question Eight (116)
Written Responses – Second Reading (117)
Reading Method on the Second Reading (117)
New Information (119)
Benefits of a Second Reading (121)
Focus Group Interview (123)
Field Notes and Teacher Interviews (129)
Student Created Comics (134)
Allen’s Comic (134)
Mark’s Comic (136)
May’s Comic (137)
Summary (140)

5. Summary and Discussion (141)
Summary of the Study (141)
Discussion of the Results (142)
Research Question One (142)
Student Responses to American Born Chinese (142)
Student Experience with Graphic Novels (151)
Popularity of Graphic Novels (153)
Research Question Two (156)
Research Questions Three and Four (158)
Research Question Five (163)
Summary of Results in Respect to the Research Questions (164)

6. Implications for Further Research and Teaching (166)
Implications for Educational Practice (166)
Integrating Graphic Novels into the Curriculum (166)
Teaching Visual Literacy (167)
Teaching Comics Conventions (168)
Teacher Education (169)
Limitations of the Study (170)
Suggestions for Further Research (173)
Final Comments (177)

References (179)
Added by: joachim  Last edited by: joachim
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