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Reading and (Re)writing Science Comics: A Study of Informational Texts
Author(s) -
Dallacqua Ashley K.,
Peralta Lydia R.
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.1801
Subject(s) - comics , reading (process) , curriculum , psychology , mathematics education , pedagogy , visual arts , linguistics , literature , art , philosophy
The authors document work in a fifth‐grade classroom investigating informational texts. Students investigated a range of informational texts and their potential forms. In the spirit of challenging a given curriculum and conventional understandings of informational texts, texts in the Science Comics series were invited into this learning space. Along with other texts, the science comics were positioned as exemplar informational texts and graphic nonfiction. Additionally, these comics supported students in questioning what nonfiction is and can be. Fifth graders went on to draw from these comics as mentor texts, composing their own nonfiction comics. Students were positioned as investigators and creators, becoming creative experts on informational texts. Working with and creating multiple forms of informational texts supported students in being critical consumers and producers of information.