文学认同谈判和支持教师话语在漫画写作工作坊的移动

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Xue Qiao, Lindsey Moses, L. Kelly
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引用次数: 0

摘要

摘要本文考察了在四年级识字课堂中为期八周的漫画单元中学生在师生互动中的身份认同。尽管研究人员越来越多地研究教师如何将图画小说和漫画纳入学校扫盲课程,但很少有人记录学生多模态写作所涉及的社会互动。利用微观民族志话语分析,我们追踪了两个案例研究在不同阅读水平下在全班讨论和写作会议中的认同工作,以及他们的老师如何通过话语运动支持他们的积极认同发展。在这篇文章中,我们展示了教师的对话教学方法为学生提供了定位自己的机会,也为他们提供了定位为专家和喜剧作者的机会。我们鼓励教育工作者使用多模式扫盲来创造一个支持性的学习环境,从而改变以文字为中心的学校扫盲和学生身份。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Literate identity negotiations and supportive teacher discourse moves in a comic writing workshop
ABSTRACT This article examines students’ identities in teacher–student interactions during an eight-week comic unit within a fourth-grade literacy classroom. Though researchers have increasingly studied how teachers incorporated graphic novels and comics into the school literacy curriculum, few have documented the social interactions that students’ multimodal composing is embedded in. Using microethnographic discourse analysis, we traced the identity work of two case studies at different reading levels during whole-class discussions and writing conferences and how their teacher supported their positive identity development through discourse moves. In this article, we show that the teacher’s dialogic approach to teaching provided both students with opportunities to position themselves and be positioned as expert and comic author. We encourage educators to use multimodal literacy to create a supportive learning environment that transforms verbocentric school literacy and students’ identities.
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
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0.00%
发文量
25
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