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Graphic Novels: Provoking and Propel...

Stradtmann, Amy A.

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Graphic Novels: Provoking and Propelling Adolescents into a Life of Reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Graphic Novels: Provoking and Propelling Adolescents into a Life of Reading./
作者:	Stradtmann, Amy A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	196 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30523270
ISBN:	9798379576219

Graphic Novels: Provoking and Propelling Adolescents into a Life of Reading.
Stradtmann, Amy A.

Graphic Novels: Provoking and Propelling Adolescents into a Life of Reading. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 196 p.

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Judson University, 2023.

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

Motivation and engagement are often barriers to literacy for adolescent readers. Traditionally, the graphic novel has been seen as easy to read and a resource that only has value for students with language difficulties or learning challenges. This qualitative case study investigated how middle school readers' ability to make meaning contributed to their reading motivation and engagement. Additionally, this study explored the semiotic resources or modes that assist readers in meaning making of graphic novels. Data collection tools included surveys, interviews, and graphic narratives. The results from this study indicated that the graphic novel has the potential to motivate and engage middle school readers when combined with visual literacy instruction. Direct instruction of semiotic resources or modes, such as graphic novel conventions and visual elements, positively contributes to adolescents' motivation and engagement. This study finds that after a week of visual literacy instruction, the reading motivation of one class of seventh-grade readers increased as the students learned to see images and make meaning from images. Furthermore, these readers found that meaning making impacted their reading comprehension, increased their self-efficacy as readers, and was enjoyable. In addition, after visual literacy instruction, these middle school students made meaning from modes from each category concurrently-visual elements, narrative structures, and design features. Likewise, these readers used images in addition to various visual elements, narrative structures, and design elements during the meaning making process. Consequently, the findings from this study suggest that middle school students may benefit when both parents and teachers view the graphic novel as a legitimate literary format beneficial for academic purposes and choice reading material.

ISBN: 9798379576219Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Engagement

Graphic Novels: Provoking and Propelling Adolescents into a Life of Reading.
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520 $a Motivation and engagement are often barriers to literacy for adolescent readers. Traditionally, the graphic novel has been seen as easy to read and a resource that only has value for students with language difficulties or learning challenges. This qualitative case study investigated how middle school readers' ability to make meaning contributed to their reading motivation and engagement. Additionally, this study explored the semiotic resources or modes that assist readers in meaning making of graphic novels. Data collection tools included surveys, interviews, and graphic narratives. The results from this study indicated that the graphic novel has the potential to motivate and engage middle school readers when combined with visual literacy instruction. Direct instruction of semiotic resources or modes, such as graphic novel conventions and visual elements, positively contributes to adolescents' motivation and engagement. This study finds that after a week of visual literacy instruction, the reading motivation of one class of seventh-grade readers increased as the students learned to see images and make meaning from images. Furthermore, these readers found that meaning making impacted their reading comprehension, increased their self-efficacy as readers, and was enjoyable. In addition, after visual literacy instruction, these middle school students made meaning from modes from each category concurrently-visual elements, narrative structures, and design features. Likewise, these readers used images in addition to various visual elements, narrative structures, and design elements during the meaning making process. Consequently, the findings from this study suggest that middle school students may benefit when both parents and teachers view the graphic novel as a legitimate literary format beneficial for academic purposes and choice reading material.
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