東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Graphic Novels in the Classroom: Eng...

George, Tara Ann.

Linked to FindBook

Google Book

Amazon

博客來

Graphic Novels in the Classroom: Engaging Students with the Visual and Textual Bridge.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Graphic Novels in the Classroom: Engaging Students with the Visual and Textual Bridge./
Author:	George, Tara Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	56 p.
Notes:	Source: Masters Abstracts International, Volume: 82-04.
Contained By:	Masters Abstracts International82-04.
Subject:	Secondary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28089467
ISBN:	9798678162335

Graphic Novels in the Classroom: Engaging Students with the Visual and Textual Bridge.
George, Tara Ann.

Graphic Novels in the Classroom: Engaging Students with the Visual and Textual Bridge. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 56 p.

Source: Masters Abstracts International, Volume: 82-04.

Thesis (M.A.)--State University of New York at Stony Brook, 2020.

This item must not be sold to any third party vendors.

Graphic novels have long been associated with the crime fighting superheroes who are closely followed by their fans in the solace of their homes or comic bookstores; however, these texts have much potential to grab the attention of students within classroom settings. A graphic novel is a lengthy and complete narrative that consists of comic conventions, which are textual features that are conventionally associated with comic books; such features include panels, speech bubbles, thought bubbles, gutters, and more. According to Scott McCloud, who is a cartoonist and comics theorist, the graphic novel originated from the comic book, which consists of art that is sequentially juxtaposed to convey the development of events and ideas. Readers grasp the concepts within these texts by simultaneously receiving the ideas of the visuals and perceiving the text (McCloud, Understanding Comics: The Invisible Art 7, 49).Graphic novels have risen in popularity as an educational tool that professionals use within classroom settings. Today's students are surrounded by visual media, whether it be forms of social media or streaming platforms to view entertainment, so the innate visual element of graphic novels immediately enables students to engage with the content. Gene Yang, an educator and a cartoonist who lectures at educational institutes and libraries, proposes that by evaluating this medium that coalesces images and text, students analyze visual and textual media that create a cohesive narrative (Yang, "Graphic Novels in the Classroom" 3). I will examine the history of graphic novels to better comprehend its origins, purpose, and format. I will then evaluate the pedagogy of graphic novels within secondary learning levels to discern how students will benefit from this medium due to its accessibility and the challenges that it still presents to stimulate student learning. This project will also focus on three specific graphic novels that could enhance the learning environment by examining how students could engage with its content through practiced case studies in classrooms. I will also analyze one to two pages from each focused graphic novel to demonstrate how these narratives are complex texts that render meaningful ideas through sophisticated textual and comic features. I will also focus on how these texts could scaffold student learning through the inherent design, which includes images, written text, and comic conventions, that provides students with multiple entry points to derive significance from the learned content. I will argue that while graphic novels stem from a genre of entertainment, educators can use this resource to engage students with class content to facilitate learning for a wide range of learners and to challenge students to develop their multimodal literacy skills.

ISBN: 9798678162335Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Comic books

Graphic Novels in the Classroom: Engaging Students with the Visual and Textual Bridge.
LDR:04023nmm a2200385 4500 001 2276958
005 20210510092448.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798678162335
035 $a (MiAaPQ)AAI28089467
035 $a AAI28089467
040 $a MiAaPQ $c MiAaPQ
100 1 $a George, Tara Ann. $3 3555258
245 1 0 $a Graphic Novels in the Classroom: Engaging Students with the Visual and Textual Bridge.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 56 p.
500 $a Source: Masters Abstracts International, Volume: 82-04.
500 $a Advisor: Dunn, Patricia;Santa Ana, Jeffrey.
502 $a Thesis (M.A.)--State University of New York at Stony Brook, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Graphic novels have long been associated with the crime fighting superheroes who are closely followed by their fans in the solace of their homes or comic bookstores; however, these texts have much potential to grab the attention of students within classroom settings. A graphic novel is a lengthy and complete narrative that consists of comic conventions, which are textual features that are conventionally associated with comic books; such features include panels, speech bubbles, thought bubbles, gutters, and more. According to Scott McCloud, who is a cartoonist and comics theorist, the graphic novel originated from the comic book, which consists of art that is sequentially juxtaposed to convey the development of events and ideas. Readers grasp the concepts within these texts by simultaneously receiving the ideas of the visuals and perceiving the text (McCloud, Understanding Comics: The Invisible Art 7, 49).Graphic novels have risen in popularity as an educational tool that professionals use within classroom settings. Today's students are surrounded by visual media, whether it be forms of social media or streaming platforms to view entertainment, so the innate visual element of graphic novels immediately enables students to engage with the content. Gene Yang, an educator and a cartoonist who lectures at educational institutes and libraries, proposes that by evaluating this medium that coalesces images and text, students analyze visual and textual media that create a cohesive narrative (Yang, "Graphic Novels in the Classroom" 3). I will examine the history of graphic novels to better comprehend its origins, purpose, and format. I will then evaluate the pedagogy of graphic novels within secondary learning levels to discern how students will benefit from this medium due to its accessibility and the challenges that it still presents to stimulate student learning. This project will also focus on three specific graphic novels that could enhance the learning environment by examining how students could engage with its content through practiced case studies in classrooms. I will also analyze one to two pages from each focused graphic novel to demonstrate how these narratives are complex texts that render meaningful ideas through sophisticated textual and comic features. I will also focus on how these texts could scaffold student learning through the inherent design, which includes images, written text, and comic conventions, that provides students with multiple entry points to derive significance from the learned content. I will argue that while graphic novels stem from a genre of entertainment, educators can use this resource to engage students with class content to facilitate learning for a wide range of learners and to challenge students to develop their multimodal literacy skills.
590 $a School code: 0771.
650 4 $a Secondary education. $3 2122779
650 4 $a Reading instruction. $3 2122756
650 4 $a Pedagogy. $3 2122828
650 4 $a Comic books. $3 3555259
650 4 $a Graphic novels. $3 620624
650 4 $a Secondary school students. $3 3548315
650 4 $a Education. $3 516579
650 4 $a Literacy. $3 528342
653 $a Comic books
653 $a Education
653 $a Graphic novels
653 $a Literacy
653 $a Multimodal
653 $a Secondary students
690 $a 0533
690 $a 0535
690 $a 0456
710 2 $a State University of New York at Stony Brook. $b English. $3 1681526
773 0 $t Masters Abstracts International $g 82-04.
790 $a 0771
791 $a M.A.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28089467