Teachers as Designers of Informational Graphic Novels: Providing Multimodal Sources for Factual Content Knowledge Development

• In Event: Student Access to Texts: Teacher and Policy Influences

Abstract

This qualitative study focused on supporting preservice teachers in their understanding of the applicability of informational graphic novels for content knowledge development. The study was based on foundational theories of the power of multiliteracies (New London Group, 1996) and combined technological, pedagogical and content approaches (TPACK, Koehler, Mishra, & Cain, 2013). Preservice teachers were introduced to the basics of comic construction and asked to complete an informational graph novel on a topic of their content area expertise. Data was collected using a guiding graphic organizer and online survey of reflective prompts. Preliminary results indicated changed perceptions toward graphic novel usage and confidence in creating multimodal resources. Implications focus on the need for literacy educators to address multimodal resource development.

Authors

• Francine C. Falk-Ross, Pace University
  Presenting Author

• Roberta A. Linder, Wittenberg University
  Presenting Author