{"title":"作为行动主义的漫画创作:利用职前教师的多模态和图形叙事惯例","authors":"Mike P. Cook, James S. Chisholm","doi":"10.1002/jaal.70002","DOIUrl":null,"url":null,"abstract":"<p>This study examines the ways pre-service English language arts teachers (PSTs) conceptualized activism and experimented with visual and multimodal approaches to composing about activism. Drawing on qualitative methods, we examined 22 PSTs' graphic narratives completed as part of their teacher preparation coursework, and center our discussion on three focal students' compositions. We frame our inquiry within the scholarship on critical literacies to address the research question: How do PSTs draw on multimodality and comic conventions to compose graphic narratives about activism? Findings suggest that these focal students leveraged the affordances of multimodal composing to engage readers in their narratives about activism. Specifically, PSTs created multiple perspectives and movement as rhetorical moves that influenced how readers interacted with both their graphic compositions and the activist themes developed therein. After a discussion of the findings, we highlight the potential of PSTs' activist literacies and corresponding implications for the field.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"690-704"},"PeriodicalIF":0.9000,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Composing comics as activism: Leveraging preservice teachers' multimodal and graphic narrative conventions\",\"authors\":\"Mike P. Cook, James S. Chisholm\",\"doi\":\"10.1002/jaal.70002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study examines the ways pre-service English language arts teachers (PSTs) conceptualized activism and experimented with visual and multimodal approaches to composing about activism. Drawing on qualitative methods, we examined 22 PSTs' graphic narratives completed as part of their teacher preparation coursework, and center our discussion on three focal students' compositions. We frame our inquiry within the scholarship on critical literacies to address the research question: How do PSTs draw on multimodality and comic conventions to compose graphic narratives about activism? Findings suggest that these focal students leveraged the affordances of multimodal composing to engage readers in their narratives about activism. Specifically, PSTs created multiple perspectives and movement as rhetorical moves that influenced how readers interacted with both their graphic compositions and the activist themes developed therein. After a discussion of the findings, we highlight the potential of PSTs' activist literacies and corresponding implications for the field.</p>\",\"PeriodicalId\":47621,\"journal\":{\"name\":\"Journal of Adolescent & Adult Literacy\",\"volume\":\"68 6\",\"pages\":\"690-704\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2025-02-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Adolescent & Adult Literacy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/jaal.70002\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adolescent & Adult Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jaal.70002","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Composing comics as activism: Leveraging preservice teachers' multimodal and graphic narrative conventions
This study examines the ways pre-service English language arts teachers (PSTs) conceptualized activism and experimented with visual and multimodal approaches to composing about activism. Drawing on qualitative methods, we examined 22 PSTs' graphic narratives completed as part of their teacher preparation coursework, and center our discussion on three focal students' compositions. We frame our inquiry within the scholarship on critical literacies to address the research question: How do PSTs draw on multimodality and comic conventions to compose graphic narratives about activism? Findings suggest that these focal students leveraged the affordances of multimodal composing to engage readers in their narratives about activism. Specifically, PSTs created multiple perspectives and movement as rhetorical moves that influenced how readers interacted with both their graphic compositions and the activist themes developed therein. After a discussion of the findings, we highlight the potential of PSTs' activist literacies and corresponding implications for the field.
期刊介绍:
The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research