Literate Identity Negotiations and Supportive Teacher Discourse Moves in a Comic Writing Workshop

Autor/inn/en	Qiao, Xue; Moses, Lindsey; Kelly, Laura Beth
Titel	Literate Identity Negotiations and Supportive Teacher Discourse Moves in a Comic Writing Workshop
Quelle	In: Pedagogies: An International Journal, 17 (2022) 3, S.206-226 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qiao, Xue) ORCID (Kelly, Laura Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2020.1860062
Schlagwörter	Cartoons; Writing Workshops; Self Concept; Teacher Student Relationship; Literacy Education; Novels; Teaching Methods; Multimedia Materials; Case Studies; Dialogs (Language); Authors; Multiple Literacies; Units of Study; Grade 4; Elementary School Teachers; Elementary School Students; Sociocultural Patterns; Student Diversity; Video Technology + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Novel; Roman; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Dialog; Dialogs; Dialogue; Dialogues; Author; Autor; Autorin; Lerneinheit; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziokulturelle Theorie
Abstract	This article examines students' identities in teacher-student interactions during an eight-week comic unit within a fourth-grade literacy classroom. Though researchers have increasingly studied how teachers incorporated graphic novels and comics into the school literacy curriculum, few have documented the social interactions that students' multimodal composing is embedded in. Using microethnographic discourse analysis, we traced the identity work of two case studies at different reading levels during whole-class discussions and writing conferences and how their teacher supported their positive identity development through discourse moves. In this article, we show that the teacher's dialogic approach to teaching provided both students with opportunities to position themselves and be positioned as expert and comic author. We encourage educators to use multimodal literacy to create a supportive learning environment that transforms verbocentric school literacy and students' identities. (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	2024/1/01