Critical Multimodal Literacy Practices in Student-Created Comics

Autor/in	Abas, Suriati
Titel	Critical Multimodal Literacy Practices in Student-Created Comics
Quelle	In: Literacy, 57 (2023) 2, S.161-170 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abas, Suriati)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12324
Schlagwörter	Critical Theory; Literacy Education; Teaching Methods; Cartoons; Intersectionality; Preservice Teachers; Open Educational Resources; Social Justice; New York + Suchen Sie Ihr Suchwort? Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Zeichentrickfilm; Soziale Gerechtigkeit
Abstract	In the wake of grim events such as Russian invasion on Ukraine, Taliban takeover in Afghanistan, the death of George Floyd in America and mosque shootings in Christchurch, New Zealand, all occurring amid the pandemic of COVID-19, it became increasingly more important to recognise literacy work that promotes a critically informed and just society. Thus, through the lens of critical literacy and intersectionality, this study sought to examine how pre-service teachers drew on critical multimodal literacy practices to create open educational resources (OER) or openly licensed comics that motivate local, global and/or transnational literacy education. Data collection took place at a four-year public university in Upstate New York. They included student-created comics, student reflections, researcher's fieldnotes and course syllabus. Findings from the study reveal that the pre-service teachers incorporated either a local, global or transnational connection to enact a social change. Further analysis shows that the OER or student-created comics inherently involve actions which are aligned with the three principles of social justice: redistributive justice, recognitive justice and representational justice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01