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Cook, Mike P. and Brandon L. Sams. "A Different Kind of Sponsorship: The influence of graphic narrative composing on ela pre-service teachers’ perceptions of writing and literacy instruction." Journal of Language and Literacy Education 14. 1 2018. Accessed 26 Apr. 2018. <http://jolle.coe.uga.ed ... 8/04/Cook_JoLLE2018.pdf>. 
Added by: joachim (4/26/18, 9:08 AM)   
Resource type: Web Article
Language: en: English
Peer reviewed
BibTeX citation key: Cook2018
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Categories: General
Keywords: Didactics, Empirical research, Rhetoric
Creators: Cook, Sams
Collection: Journal of Language and Literacy Education
Views: 20/529
Attachments   URLs   http://jolle.coe.u ... Cook_JoLLE2018.pdf
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.
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