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ERIC Number: EJ1175831
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
A Different Kind of Sponsorship: The Influence of Graphic Narrative Composing on ELA Pre-Service Teachers' Perceptions of Writing and Literacy Instruction
Cook, Mike P.; Sams, Brandon L.
Journal of Language and Literacy Education, v14 n1 Spr 2018
The authors present research findings from a collective case study (n=5) conducted in a multimodal composition course for pre-service English teachers. Researchers studied how a course focused on how multimodal composition influenced pre-service teachers' identities as writers and their stances on literacy instruction. Data consisted of students' reflective writing on a graphic narrative assignment and were analyzed using constructivist grounded theory (Charmaz, 2006). Five themes characterize the data: the varied rhetorical decisions used to compose the graphic narrative; the recognition of multimodal composition as process-oriented; the paralleling of "writing" and "composing"; the interrogation of what counts as academic text; and the misreading and misunderstanding of the rhetorical situation and of multimodality. Implications for the field are offered as well.
Descriptors: Preservice Teachers, Preservice Teacher Education, English Teachers, English Instruction, Writing Instruction, Writing (Composition), Language Arts, Writing Attitudes, Case Studies, Multiple Literacies, Writing Assignments, Constructivism (Learning), Grounded Theory, Rhetoric, Decision Making, Narration, Writing Processes, Learning Modalities, Cartoons, Novels, Undergraduate Students, Reflection
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: firstname.lastname@example.org; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A