ERIC Number: EJ1158655
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Mediating Emotive Empathy With Informational Text: Three Students' Think-Aloud Protocols of "Gettysburg: The Graphic Novel"
Chisholm, James S.; Shelton, Ashley L.; Sheffield, Caroline C.
Journal of Adolescent & Adult Literacy, v61 n3 p289-298 Nov-Dec 2017
Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents' reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and embodied textual responses situates this qualitative study, in which three eighth-grade students learned about the graphic novel format, responded in writing to interpretive prompts, and thought aloud during their reading of "Gettysburg: A Graphic Novel" by C.M. Butzer. Analyses of students' responses to the multimodal text revealed how constructing inferences between visual and linguistic sign systems mediated their emotive empathy--a central, if limited, component of historical empathy.
Descriptors: Cartoons, Novels, Literacy Education, Adolescents, Reading Processes, Social Studies, Qualitative Research, Grade 8, Teaching Methods, Writing Assignments, Protocol Analysis, United States History, Inferences, Visual Stimuli, Emotional Response, Empathy
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Authoring Institution: N/A
Grant or Contract Numbers: N/A