Altering Perspectives: How the Implied Reader Invites Us to Rethink the Difficulty of Graphic Novels

Autor/in	Connors, Sean P.
Titel	Altering Perspectives: How the Implied Reader Invites Us to Rethink the Difficulty of Graphic Novels
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85 (2012) 1, S.33-37 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
Schlagwörter	Adolescent Literature; Novels; Foreign Countries; Literary Genres; Books; Cartoons; Layout (Publications); Picture Books; Reading; Preservice Teachers; Reading Materials; Visual Literacy; Iraq + Suchen Sie Ihr Suchwort? Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Novel; Roman; Ausland; Literarische Form; Book; Buch; Monographie; Monografie; Zeichentrickfilm; Textgestaltung; Picture book; Bilderbuch; Leseprozess; Lesen; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Irak
Abstract	This article reports the author's experiences using graphic novels with pre-service teachers in a young adult literature course. Drawing on critical response papers two students composed after reading "Pride of Baghdad," a graphic novel by Brian K. Vaughan and Niko Henrichon, the author argues that when readers possess the background knowledge needed to approximate the role of the implied reader--that is, the imaginary audience for whom authors envision themselves writing--they are capable of engaging with graphic novels in ways that readers who lack experience with the form, or who question its literary merit, are not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10