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A Suite of Strategies for Navigating Graphic Novels: A Dual Coding Approach
Author(s) -
McClanahan Barbara J.,
Nottingham Maribeth
Publication year - 2019
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1797
Subject(s) - suite , curriculum , inclusion (mineral) , coding (social sciences) , repertoire , vocabulary , mathematics education , psychology , teaching method , visual literacy , key (lock) , pedagogy , graphic design , computer science , multimedia , linguistics , sociology , art , literature , social psychology , social science , philosophy , archaeology , computer security , history
As reasons to promote the inclusion of graphic novels in the curriculum expand, many teachers have yet to incorporate graphic novels into their teaching repertoire. In this article, two teacher educators describe a systematic approach that they use to teach preservice teachers how to read graphic novels, focusing on specific strategies in three major areas: visual literacy, key graphic novel vocabulary, and synthesizing images and words. The goal is to promote the use of graphic novels by preservice teachers for multiple purposes in future classrooms. These strategies are shared to encourage inservice teachers to develop a level of comfort with graphic novels by systematically trying out the strategies themselves and considering the addition of graphic novels to their curriculum.