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Historical Thinking and Reasoning in a Graphic Novel: Opportunities for Practice in The Harlem Hellfighters
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Author(s): Dani Kachorsky (Brophy College Preparatory, USA) and Taylor Kessner (University of Texas at Arlington, USA)
Copyright: 2023
Pages: 24
Source title:
Exploring Comics and Graphic Novels in the Classroom
Source Author(s)/Editor(s): Jason D. DeHart (University of Tennessee, Knoxville, USA)
DOI: 10.4018/978-1-6684-4313-2.ch001
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Abstract
In this chapter, the authors demonstrate how teachers can use graphic novels in classroom spaces to support student learning and literacy outcomes while simultaneously valuing unique meaning making potential of graphic novels. Specifically, the authors address ways in which graphic novels can be used to promote history and social studies learning while capitalizing on graphic novels' complex, sophisticated, and multimodal nature. They suggest that rather than using graphic novels to trick kids into liking reading and learning content, graphic novels can be leveraged to promote deep, critical thinking about history and social studies. To accomplish this, the authors propose combining the opportunities for practice framework with a social semiotic view of multimodality as a means of supporting students' reading of historical fiction and non-fiction graphic novels.
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