A Different Kind of Sponsorship: The Influence of Graphic Narrative Composing on ELA Pre-Service Teachers' Perceptions of Writing and Literacy Instruction

Autor/inn/en	Cook, Mike P.; Sams, Brandon L.
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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