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Chisholm, James S., Ashley L. Shelton, and Caroline C. Sheffield. "Mediating Emotive Empathy With Informational Text: Three Students’ Think-Aloud Protocols of Gettysburg: The Graphic Novel." Journal of Adolescent & Adult Literacy (2017). Added by: joachim (8/9/17, 10:37 AM) Last edited by: joachim (8/9/17, 11:00 AM) |
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| Resource type: Journal Article Language: en: English Peer reviewed DOI: 10.1002/jaal.682 BibTeX citation key: Chisholm2017 Email resource to friend View all bibliographic details  |
Categories: General Keywords: "Gettysburg", Butzer. C.M., Didactics, Empirical research, History comics, USA Creators: Chisholm, Sheffield, Shelton Collection: Journal of Adolescent & Adult Literacy |
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Although the popularity and use of graphic novels in literacy instruction has increased in the last decade, few sustained analyses have examined adolescents’ reading processes with informational texts in social studies classrooms. Recent research that has foregrounded visual, emotional, and embodied textual responses situates this qualitative study, in which three eighth-grade students learned about the graphic novel format, responded in writing to interpretive prompts, and thought aloud during their reading of Gettysburg: A Graphic Novel by C.M. Butzer. Analyses of students’ responses to the multimodal text revealed how constructing inferences between visual and linguistic sign systems mediated their emotive empathy—a central, if limited, component of historical empathy.
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