Mediating Emotive Empathy With Informational Text: Three Students' Think-Aloud Protocols of "Gettysburg: The Graphic Novel"

Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents' reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and emb...

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Bibliographic Details
Published inJournal of adolescent & adult literacy Vol. 61; no. 3; pp. 289 - 298
Main Authors Chisholm, James S, Shelton, Ashley L, Sheffield, Caroline C
Format Journal Article
LanguageEnglish
Published Wiley-Blackwell 01.11.2017
Subjects
Adolescents
Cartoons
Emotional Response
Empathy
Grade 8
Inferences
Literacy Education
Novels
Protocol Analysis
Qualitative Research
Reading Processes
Social Studies
Teaching Methods
United States History
Visual Stimuli
Writing Assignments
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Summary:Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents' reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and embodied textual responses situates this qualitative study, in which three eighth-grade students learned about the graphic novel format, responded in writing to interpretive prompts, and thought aloud during their reading of "Gettysburg: A Graphic Novel" by C.M. Butzer. Analyses of students' responses to the multimodal text revealed how constructing inferences between visual and linguistic sign systems mediated their emotive empathy--a central, if limited, component of historical empathy.
ISSN:1081-3004
DOI:10.1002/jaal.682