The Impact of Graphic Narratives as Multimodal Literacy Sponsors on English Language Arts Preservice Teachers' Perceptions of Writing and Literacy Instruction

• In Event: Marriott Roundtable Session 56
  In Roundtable Session: Critical Issues in Literacy Research Roundtable 5

Abstract

There have been few studies examining the efficacy of graphic narratives and multimodal composition on the ways in which pre-service teachers perceive themselves as writers and consider their own future literacy instruction. This paper shares the findings from a collective case study examining how engaging in a multimodal composition methods course impacted ELA PSTs’ impacted their perceptions of writing and of literacy instruction. Data analysis revealed that students, through their multimodal composing experiences (1) made intentional rhetorical decisions, (2) began to discuss graphic narratives as school-worthy texts, and (3) shared their vulnerability, their resourcefulness, and their processes. The findings suggest the need for multimodal composition to be woven throughout teacher preparation. Significance to the field is also discussed.

Authors

• Mike P Cook, Auburn University

• Brandon Lee Sams, Iowa State University