Paneling "Matters" in Elementary Students' Graphic Narratives

Autor/in	Pantaleo, Sylvia
Titel	Paneling "Matters" in Elementary Students' Graphic Narratives
Quelle	In: Literacy Research and Instruction, 52 (2013) 2, S.150-171 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2012.754973
Schlagwörter	Cartoons; Novels; Grade 4; Semiotics; Class Activities; Graphic Arts; Personal Narratives; Visual Literacy; Multimedia Materials; Foreign Countries; Student Developed Materials; Interviews; Writing (Composition); Student Attitudes; Teaching Methods; Language Arts; Canada + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Novel; Roman; School year 04; 4. Schuljahr; Schuljahr 04; Semiotik; Grafik; Grafisches Gestaltung; Erlebniserzählung; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Ausland; Interviewing; Interviewtechnik; Schreibübung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur; Kanada
Abstract	During a 10-week classroom-based study, 20 fourth grade students participated in a number of interdependent activities that focused on developing their visual meaning-making skills and competencies. As well as reading, responding in writing to and discussing a selection of picturebooks, graphic novels, and magazines, the students created graphic narratives as the culminating research activity. This article presents a multimodal social semiotics analysis of the paneling in five students' graphic narratives. Excerpts from the students' interviews about their compositions revealed how learning about the what, why, and how of graphic novel conventions affected the intentional designing of students' multimodal texts. (Contains 1 table and 4 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10