Graphic Novels in the English Language Arts: Teacher Use of Multiple Texts and Literacies in the Classroom
Date
2015
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Swarthmore College. Dept. of Educational Studies
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Thesis (B.A.)
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en_US
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Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
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Abstract
This thesis examines the how and why of use of graphic texts in the teaching
practice of six secondary English teachers. Through a semi-structured interview study, I
investigated how they discussed their use of graphic texts, focusing on how they taught
the visual portions, why they chose the texts they did, as well as how these texts fit into
their larger curriculum. I found that teachers' attention to visual and multimodal potential
in graphic texts exists on a spectrum, ranging from a lack of focus to primary focus in the
course. Their reasons behind using these texts included the importance of the visual,
accessibility, content, and transferability of skills. Teachers articulated the paradox of
adherence to and a resistance of hierarchical notions of text and literacy within the
classroom. Finally, while most saw the incorporation of graphic novels as a resistance of
traditional hierarchies of literature, their use of these texts often reflected hierarchical
notions of text forms and literacies, demonstrating the inescapability of hierarchical
organization of texts and knowledge of text within the English discipline. However, I
ultimately conclude that the inclusion of graphic texts into the curriculum and teachers'
practice can result in expanded opportunities for students to engage with a range of texts
as well as increase teachers' creativity and intentionality in their teaching.