Reading Comics Collaboratively and Challenging Literacy Norms

This article draws from a year-long ethnographic study documenting the use of comics in a school. Focusing on literacy work in a social studies classroom, it documents how comics were welcomed into and challenged classroom spaces. Comics were introduced, read, and engaged with collaboratively. While...

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Bibliographic Details
Published inLiteracy research and instruction Vol. 59; no. 2; pp. 169 - 190
Main Author Dallacqua, Ashley K.
Format Journal Article
LanguageEnglish
Published Coral Gables Routledge 02.04.2020
Taylor & Francis Ltd
Subjects
Adolescent literacy
Cartoons
collaborative learning
Comics
Cooperative Learning
Criticism
Curricula
Educational Change
Ethnography
Grade 7
Language Rhythm
Literacy
Literature
literature-based instruction
Middle School Students
Social Studies
Students
Teaching Methods
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Summary:This article draws from a year-long ethnographic study documenting the use of comics in a school. Focusing on literacy work in a social studies classroom, it documents how comics were welcomed into and challenged classroom spaces. Comics were introduced, read, and engaged with collaboratively. While comics were able to support strategic practices, such as a standardized curriculum implemented by the school system, their presence and use in classrooms helped to surface teachers' and students' awareness of their typical rhythms. There were impacts to the ways in which students and teachers recognized and critiqued literacy practices in their school. By inviting a comic into their curriculum, teachers were also inviting changes to the space in which they and their students were learning.
ISSN:1938-8071
1938-8063
DOI:10.1080/19388071.2019.1669746