This dissertation explored the literacy practices that developed around comics when two secondary teachers (one AP Science and one AP English) used comics in their classroom instruction for the first time. It also explored the ways the teachers and their students positioned comics within their specific classroom contexts. Historically, comics are a marginalized medium in educational circles—widely considered non-academic despite the recognition by scholars for their sophistication as a multimodal medium.
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- Partial requirement for: Ph.D., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 134-150)Note typebibliography
- Field of study: Learning, literacies and technologies