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Autor/inn/en | Cook, Mike P.; Sams, Brandon L. |
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Titel | A Different Kind of Sponsorship: The Influence of Graphic Narrative Composing on ELA Pre-Service Teachers' Perceptions of Writing and Literacy Instruction |
Quelle | In: Journal of Language and Literacy Education, 14 (2018) 1, (25 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1559-9035 |
Schlagwörter | 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 Lehramtsstudiengang; Lehrerausbildung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English langauage lessons; Schreibunterricht; Schreibübung; Sprachkultur; Case study; Fallstudie; Case Study; Rhetorik; Decision-making; Entscheidungsfindung; Lernumgebung; Zeichentrickfilm; Novel; Roman |
Abstract | 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. (As Provided). |
Anmerkungen | 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: jolle@uga.edu; Web site: http://jolle.coe.uga.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |