Rewriting Deficit Storylines: The Positioning of One Fourth-Grader as Comics Expert

Autor/inn/en	Reid, Stephanie Francesca; Moses, Lindsey
Titel	Rewriting Deficit Storylines: The Positioning of One Fourth-Grader as Comics Expert
Quelle	In: English Teaching: Practice and Critique, 20 (2021) 3, S.298-312 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-07-2020-0075
Schlagwörter	Elementary School Students; Grade 4; Cartoons; Language Arts; Writing Workshops; Authors; Special Education; Self Concept; Expertise; Writing (Composition); Multimedia Materials; Multiple Literacies + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Zeichentrickfilm; Sprachkultur; Author; Autor; Autorin; Special needs education; Sonderpädagogik; Sonderschulwesen; Selbstkonzept; Expert appraisal; Schreibübung
Abstract	Purpose: This study took place in an elementary English language arts classroom during a comics writers workshop unit and focused on one fourth-grade author. This paper aims to explain how a fourth-grade student receiving special education services positions himself and is positioned by others as an expert during a unit on comics. When students' knowledge about multimodal composition is recognized and valued, the classroom community can become a place where students can author themselves into positions of power and authority. Design/methodology/approach: Informed by sociocultural theory, social semiotics and positioning theory, the authors conducted a qualitative study to analyze the focal participant's published comic, classroom interactions and interview data using open and in vivo coding systems. Findings: The findings documented how the focal participant was positioned as an expert by others and how he positioned himself as an expert. The findings also explore how this fourth-grade comics expert left an authorial residue that extended beyond the boundaries of this particular comics unit, impacting his teachers and future iterations of the comics workshop. Originality/value: Scholars have theorized multimodal approaches to reading and writing pedagogy as an equitable enterprise that values meaning-makers using a wide variety of semiotic resources. This study shows how incorporating an explicit multimodal composition opportunity allowed one fourth-grade author space to craft a comic and re-author traditional classroom positions of power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01