Finding "the Right Pace": Seventh-Grade Students' and Teachers' Experience of Time While Reading Comics Across the Curriculum

• In Event: Marriott Roundtable Session 14
  In Roundtable Session: Achieving Educational Change: The Cases of Collaborative Inquiry, STEM Education, Equity, and Reading Achievement

Abstract

This study documents teaching and learning with comics in a middle school setting. Ethnographically informed, data was collected over a single school year, across curriculum areas, seeking to answer the question what happens when comics are welcomed into a school space? During work with comics, disruptions in pace and time across classrooms were documented throughout the school year. Teaching and learning with comics led to ideology shifts concerning the use of and conception of time in school, the potential of comics in classroom spaces, and impacts on student learning and engagement.

Author

• Ashley Kaye Dallacqua, The University of New Mexico