Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom

Autor/in	Wallner, Lars
Titel	Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 6, S.819-838 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wallner, Lars)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2018.1452290
Schlagwörter	Teaching Methods; Cartoons; Story Telling; Picture Books; Discourse Analysis; Psychology; Literacy; Layout (Publications); Elementary School Students; Grade 3; Elementary School Teachers; Narration + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zeichentrickfilm; Picture book; Bilderbuch; Diskursanalyse; Psychologie; Alphabetisierung; Schreib- und Lesefähigkeit; Textgestaltung; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This article combines theory on comics, narrative, and discursive psychology and analyses how the gutter is co-constructed for storytelling in classroom interaction. Closure of the gutter has previously been treated as a cognitive aspect. Here, interactional video data are analysed, with participants organizing ten separate comic panels. The analysis focuses on participants' talk about the gutter, and how this constructs social actions. The results show how participants co-construct the gutter as meaningful space, hereby organizing time, actions, and events in narratives. The paper evinces that gutters are co-constructed as too narrow or too broad, relating chronologically and logically to surrounding panels. This contributes to sociocultural perspectives on literacy and use of comics for engaging with narratives in classroom practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01