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Making Meaning: Using Graphic Novels...

Bender, Amy A.

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Making Meaning: Using Graphic Novels in a Sixth-Grade English Language Arts Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Making Meaning: Using Graphic Novels in a Sixth-Grade English Language Arts Classroom./
Author:	Bender, Amy A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-07(E), Section: A.
Contained By:	Dissertation Abstracts International80-07A(E).
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13809036
ISBN:	9781392000441

Making Meaning: Using Graphic Novels in a Sixth-Grade English Language Arts Classroom.
Bender, Amy A.

Making Meaning: Using Graphic Novels in a Sixth-Grade English Language Arts Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 153 p.

Source: Dissertation Abstracts International, Volume: 80-07(E), Section: A.

Thesis (Ed.D.)--Judson University, 2018.

A review of literature suggests students make meaning using different modes while reading a graphic novel (Connors, 2010; Dallacqua, 2010; Hammond, 2009; Jimenez, 2013; Pantaleo, 2013; Rogers, 2014). This case study ran for six weeks. Twenty students were involved. Grounded in the theoretical framework of social constructivism, this qualitative case study investigated how students made meaning reading a graphic novel in a sixth-grade English language arts class. The data from this case study included 20 students' discussions, journals, conferences, surveys, and artifacts to see how students make meaning while reading a graphic novel. These pieces of data were coded using grounded theory methods. The codes that emerged were tools and practices. The findings indicate that students made meaning using reading strategies and a new skill set that pertains to multimodal texts. This study has implications for future research and for practitioners. Researchers can look at how graphic novels motivate students to read, how students can look at a graphic novel from a disciplinary literacy stance, and how students can use their existing skills reading a graphic novel in a non-fiction textbook in a science or social studies classroom. For practitioners, graphic novels can help students motivate and readings strategies can be applied to other subject areas not just multimodal texts.

ISBN: 9781392000441Subjects--Topical Terms:

641385
Elementary education.

Making Meaning: Using Graphic Novels in a Sixth-Grade English Language Arts Classroom.
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020 $a 9781392000441
035 $a (MiAaPQ)AAI13809036
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100 1 $a Bender, Amy A. $3 3431644
245 1 0 $a Making Meaning: Using Graphic Novels in a Sixth-Grade English Language Arts Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-07(E), Section: A.
500 $a Adviser: Karen Biggs-Tucker.
502 $a Thesis (Ed.D.)--Judson University, 2018.
520 $a A review of literature suggests students make meaning using different modes while reading a graphic novel (Connors, 2010; Dallacqua, 2010; Hammond, 2009; Jimenez, 2013; Pantaleo, 2013; Rogers, 2014). This case study ran for six weeks. Twenty students were involved. Grounded in the theoretical framework of social constructivism, this qualitative case study investigated how students made meaning reading a graphic novel in a sixth-grade English language arts class. The data from this case study included 20 students' discussions, journals, conferences, surveys, and artifacts to see how students make meaning while reading a graphic novel. These pieces of data were coded using grounded theory methods. The codes that emerged were tools and practices. The findings indicate that students made meaning using reading strategies and a new skill set that pertains to multimodal texts. This study has implications for future research and for practitioners. Researchers can look at how graphic novels motivate students to read, how students can look at a graphic novel from a disciplinary literacy stance, and how students can use their existing skills reading a graphic novel in a non-fiction textbook in a science or social studies classroom. For practitioners, graphic novels can help students motivate and readings strategies can be applied to other subject areas not just multimodal texts.
590 $a School code: 1978.
650 4 $a Elementary education. $3 641385
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational evaluation. $3 526425
650 4 $a Curriculum development. $3 684418
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690 $a 0535
690 $a 0443
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710 2 $a Judson University. $b Education. $3 3431645
773 0 $t Dissertation Abstracts International $g 80-07A(E).
790 $a 1978
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13809036