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Publisher: U of Montenegro (Total: 2 journals) [Sort alphabetically]

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	Intl. J. for Quality Research (Followers: 4, SJR: 0.431, CiteScore: 1)
	SANE journal : Sequential Art Narrative in Education (Followers: 1)

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SANE journal : Sequential Art Narrative in Education
Number of Followers: 1

This is an Open Access Journal

Open Access journal
ISSN (Print) 2153-2613
Published by U of Montenegro

[2 journals]

Comic Literature and Graphic Novel Uses in History, Literature, Math, and
Science
- Authors: James O. Barbre III et al.
  Abstract: Graphic novels and comics have a rich history and have long served as a medium for both education and entertainment. Although we live in an increasingly technology-rich era which offers abundant visual stimulation to compete with comics, graphic literature is arguably a more immediate and robust resource than ever before. The following paper highlights specific applications of graphic literature to pedagogical purposes, including implications for the use of comics in teaching history, world languages, English as a new language, science, and mathematics. Across these areas, a wide degree of application exists for teachers, in both K-12 and post-secondary settings. In addition, we draw upon the history of comics itself and the relationship between graphic literature and other popular media to demonstrate how the study of comics is itself a powerful lens through which to study history and sharpen skills for critical inquiry that hold utility across academic disciplines. The potential of graphic literature to be both a vehicle for teaching and learning academic content, as well as a topic that is itself worthy of deliberate study, is an essential theme explored by this paper with an emphasis on concrete examples which may be applied to educational practice.
  PubDate: Fri, 18 Nov 2022 14:15:39 PST
Evaluating a Suite of Strategies for Reading Graphic Novels: A
Confirmatory Case Study
- Authors: Maribeth Nottingham et al.
  Abstract: This article describes a qualitative study conducted by two researchers who are teacher educators and a literacy coach in a private school. The purpose was to determine the effectiveness of a set of strategies for reading and teaching about graphic novels by examining the responses of three elementary-grade teachers in a reading workshop environment to a semester-long professional development. Challenges both expected and unexpected were encountered but results overall were positive for teachers. In addition, they provided guidance to researchers for using the strategies introduced in the professional development in further studies.
  PubDate: Wed, 28 Sep 2022 09:25:47 PDT
The Textual Gutter: How Gene Luen Yang Redefines the Gutter in Boxers &
Saints to Tell a Transnational Tale
- Authors: David Lucas JR
  Abstract: This paper attempts to provide a new understanding of the gutter and how it is used to significant effect in Gene Luen Yang's, Boxers & Saints. This research draws upon the work of Scott McCloud to establish a framework for the theoretical applications of the gutter. Most prior research focuses on the gutter within the page. This article demonstrates how Yang pushes the concept of the gutter further by creating a new type of gutter that moves beyond the pages and across texts. Then the research attempts to demonstrate how the idea of the textual gutter heightens the transnational elements that define Boxers & Saints.
  PubDate: Wed, 28 Sep 2022 09:25:40 PDT
Empirical Drawings: Utilizing Comic Essays in the Social Studies Classroom
to Teach Citizenship
- Authors: Angelo Letizia
  Abstract: This article posits that the comic medium, wedded with traditional essay assignments, may be a powerful tool for social studies teachers, those who prepare social studies teachers at the collegiate level and other teachers and professors who desire to teach about citizenship in an era of "fake news" and alternative facts.
  PubDate: Tue, 03 Aug 2021 06:45:48 PDT
Using comics as a tool to facilitate critical reflective practice in
professional education
- Authors: Oliver McGarr et al.
  Abstract: This paper reports on the use of comics to help facilitate reflection on one’s past as part of an early childhood education degree programme in Spain. It is common in professional education programmes in the health and education fields to encourage students to reflect on their past in order to explore how this has shaped their development and how it has influenced their career decisions. A challenge with more traditional forms of written reflections in this area is that they often become simple descriptions without any critical reflection on past experiences. To address this, the research reported here aimed to explore the extent to which comics had the capacity to afford alternative and novel ways of reflecting on one’s past by providing students with the opportunity to create their own comics. Reporting on a sample of the completed comics and the students’ reactions to the task, the study found that despite initial reservations and limited experience of comics, the students completed the task to an impressive level. While there was variation in the quality of the completed students’ comics, they had utilised many of the unique affordances of comics to reflect their past lives. This paper discusses the implications of integrating comics into reflective practice activities and the challenges and opportunities they pose for practitioners.
  PubDate: Tue, 03 Aug 2021 06:45:39 PDT
“Because like – and so I don’t – so I think it’s maybe, I
don’t know”: Performing traumatic effects while reading Lynda
Barry’s The Freddie Stories
- Authors: David Lewkowich et al.
  Abstract: As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading The Freddie Stories presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between dreaming and waking life is not always obvious, multiple monsters appear in different and changeable forms, and as Freddie experiences repeated difficulties with language and cognitive function, his traumatic past enfolds upon the time in which the story is set. In this paper, we analyze how undergraduate readers in teacher education engage with Barry’s text, and how their experience of reading about trauma effectively mirrors the psychological effects of Freddie’s suffering: getting lost in the text, being at a loss for words, reading in a state of enfolded temporality. Given how trauma disarticulates the self, this paper investigates how Barry’s text disarticulates the adult’s reading experience.
  PubDate: Tue, 26 May 2020 04:00:39 PDT