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Framing Education: Doing Comics Literacy in the Classroom
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-6922-4294
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.

Abstract [sv]

Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017. , p. 151
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 34Linköping studies in education and social sciences ; 15
Series
Skrifter utgivna av Svenska Barnboksinstitutet, ISSN 0347-5387 ; 144
Keywords [en]
classroom research, comics, comics literacy, discursive psychology, educational practice, literacy, multimodal interaction, social interaction, visual literacy
Keywords [sv]
diskursiv psykologi, klassrumsforskning, literacy, multimodal interaktion, pedagogiskt arbete, serie-literacy, serier, social interaktion, visuell literacy
National Category
Pedagogical Work Specific Languages Didactics
Identifiers
URN: urn:nbn:se:liu:diva-142067DOI: 10.3384/diss.diva-142067ISBN: 978-91-7685-419-8 (print)OAI: oai:DiVA.org:liu-142067DiVA, id: diva2:1150907
Public defence
2017-11-10, K4, Kåkenhus, Campus Norrköping, Norrköping, 13:15 (English)
Opponent
Supervisors
Available from: 2017-10-20 Created: 2017-10-20 Last updated: 2018-01-13Bibliographically approved
List of papers
1. Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom
Open this publication in new window or tab >>Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom
2016 (English)In: Journal of Graphic Novels and Comics, ISSN 2150-4857, E-ISSN 2150-4865Article in journal (Refereed) Published
Abstract [en]

This article investigates teachers’ and pupils’ use of speech and thought bubbles in a classroom literacy project involving comics. Through studying video data on naturally occurring classroom interaction whereby participants in Grade 3 (ages 9–10) talk about bubbles, the aim of this article is to increase knowledge of how bubbles are constructed as devices of literacy. The analysis focuses on the action-oriented aspects of discursive psychology: emphasis, word repetition, uptake and the use of signs, symbols, and text in the comics. Results show how participants negotiate combinations of shapes, symbols and text to construct common knowledge concerning bubbles. Furthermore, teachers use pupils’ drawn bubbles, adding to them a variety of multimodal expressions, thereby illustrating how narrative focalization and character prosody are constructed in the reading of comics. The study of how bubbles are constructed contributes to a larger theme of studying classroom instruction using comics as resources for doing literacy.

Keywords
classroom interaction, comics, discursive psychology, literacy didactics, speech bubbles
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-133848 (URN)10.1080/21504857.2016.1270221 (DOI)
Available from: 2017-01-12 Created: 2017-01-12 Last updated: 2017-11-29Bibliographically approved

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