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ERIC Number: EJ941541
Record Type: Journal
Publication Date: 2011
Pages: 31
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0093-3104
Framing Preservice Teachers' Interpretations of Graphic Novels in the Social Studies Classroom
Mathews, Sarah A.
Theory and Research in Social Education, v39 n3 p416-446 Sum 2011
In this article the author examines (a) preservice teachers' reactions to graphic novels featuring social studies material, and (b) the potential for using graphic novels in secondary social studies classrooms. An analysis of preservice teachers' written book reports, classroom discussions, and individual interviews revealed the range of reactions individuals offer after reading the same text. The web of knowledge (Wertsch, 2002) and interpretive frameworks (Epstein, 2009) preservice teachers used when evaluating graphic novels were impacted by their personal reflections on the novel, their interactions with secondary students in the field, and their perceptions of parents and school communities. Findings also suggest that the preservice teachers support using graphic novels in order to provide an alternative perspective to traditional texts or to increase engagement amongst emerging or struggling readers. However, they rejected texts that included violent images or addressed controversial issues and events, implying that preservice teachers are reluctant to encourage their students to take a critical stance on social studies content. (Contains 5 notes.)
College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A