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Preservice Teachers' Critical Analysis of Features and Messages in Graphic Novels: Implications for Teachers and Teacher Educators

Preservice Teachers' Critical Analysis of Features and Messages in Graphic Novels: Implications for Teachers and Teacher Educators
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Author(s): Francine C. Falk-Ross (Pace University, USA) and Roberta Linder (Wittenburg University, USA)
Copyright: 2023
Pages: 26
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.ch008

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Abstract

With more widespread use of online and multimodal texts, and evolving attitudes toward cultural and linguistic differences, critical literacy has re-gained importance in classroom instruction. This chapter describes research conducted in two middle grades education methods courses. Pre-service teachers were first asked to critically analyze traditional and graphic novels for explicit and implicit messages promoting ideologies and biases. They were then asked to develop their own graphic stories to include expository/narrative elements that addressed middle grades students' social and emotional needs (e.g., self-identity, empowerment, and resilience) and provide suggestions/models for positive resolution. The analysis activities heightened their awareness of the implicit messages communicated by texts and transformed their ideas for teaching and creating texts that consider diversity, equity, and inclusion.

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