| Owner: |
Francine C. Falk-Ross
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| Owner Email: |
ffalkross@pace.edu
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| Paper Title: |
Teachers as Designers of Informational Graphic Novels: Providing Multimodal Sources for Factual Content Knowledge Development
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| Session Title: |
Student Access to Texts: Teacher and Policy Influences
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| Paper Type: |
Paper
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| Presentation Date: |
4/15/2023
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| Presentation Location: |
Chicago, IL
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| Descriptors: |
Literature, Middle Schools, Teacher Education - Pre-Service
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| Methodology: |
Qualitative
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| Author(s): |
Francine C. Falk-Ross, Pace University; Roberta A. Linder, Wittenberg University
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| Unit: |
SIG-Research in Reading and Literacy
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| Abstract: |
This qualitative study focused on supporting preservice teachers in their understanding of the applicability of informational graphic novels for content knowledge development. The study was based on foundational theories of the power of multiliteracies (New London Group, 1996) and combined technological, pedagogical and content approaches (TPACK, Koehler, Mishra, & Cain, 2013). Preservice teachers were introduced to the basics of comic construction and asked to complete an informational graph novel on a topic of their content area expertise. Data was collected using a guiding graphic organizer and online survey of reflective prompts. Preliminary results indicated changed perceptions toward graphic novel usage and confidence in creating multimodal resources. Implications focus on the need for literacy educators to address multimodal resource development.
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| DOI: |
https://doi.org/10.3102/2010503
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