LOW, DAVID ERIC
http://hdl.handle.net/10211.3/197834
2024-03-29T11:24:16Z
2024-03-29T11:24:16Z
Adolescents reading graphic novels and comics: What we know from research
Low, David E.
http://hdl.handle.net/10211.3/198185
2020-04-20T21:54:06Z
2017-01-01T00:00:00Z
Adolescents reading graphic novels and comics: What we know from research
Low, David E.
Adolescents reading graphic novels and comics: What we know from research, Botzakis, S., Savitz, R., & Low, D. E. Copyright ©2017. Copyright Guilford Press. Reprinted with permission of The Guilford Press.
2017-01-01T00:00:00Z
Waiting for Spider-Man: Representations of urban school “reform” in Marvel Comics’ Miles Morales series
Low, David E.
http://hdl.handle.net/10211.3/198179
2020-04-20T21:54:06Z
2017-01-01T00:00:00Z
Waiting for Spider-Man: Representations of urban school “reform” in Marvel Comics’ Miles Morales series
Low, David E.
Low, D. E. (2017). Waiting for Spider-Man: Representations of urban school “reform” in Marvel Comics’ Miles Morales series. In G. A. Tarbox & M. A. Abate (Eds.), Graphic novels for children and young adults: A collection of critical essays (pp. 278-297). Jackson, MS:University Press of Mississippi.
2017-01-01T00:00:00Z
Critical Questioning in and beyond the Margins: Teacher Preparation Students' Multimodal Inquiries into Literacy Assessment
Jacobs, Katrina Bartow
Low, David E.
http://hdl.handle.net/10211.3/197836
2020-04-20T21:54:06Z
2017-04-01T00:00:00Z
Critical Questioning in and beyond the Margins: Teacher Preparation Students' Multimodal Inquiries into Literacy Assessment
Jacobs, Katrina Bartow; Low, David E.
This article explores the potential of using multimodal texts—particularly comics—as a way of engaging teacher education students in critical inquiry around literacy and ELA assessments. We describe a qualitative study into the use of a multimodal comics-form article within an ELA/literacy assessment course in an MEd program. Our findings suggest that teacher preparation students were able to effectively remix and play with both comics tropes and more traditional “academic” writerly discourses. The use of multimodal texts in teacher preparation helped students engage in dialogic and critical forms of inquiry around issues related to classroom practices and policies. We end by suggesting ways that English teacher educators can include similar texts and activities in their courses and teacher preparation programs.
Jacobs, Katrina Bartow; Low, David E. English Education; Urbana Vol. 49, Iss. 3, (Apr 2017): 226-264. Copyright © 2017 by National Council of Teachers of English (NCTE)
2017-04-01T00:00:00Z
Students contesting “colormuteness” through critical inquiries into comics
Low, David E.
http://hdl.handle.net/10211.3/197835
2020-04-20T21:54:06Z
2017-03-01T00:00:00Z
Students contesting “colormuteness” through critical inquiries into comics
Low, David E.
In an era of “colorblind racism,” in which race and racism are often suppressed as topics of discussion in classrooms, this article explores how students used comics to invent workarounds for “colormuteness” in their school. Knowing comics are not generally taken seriously, students employed the medium to subversive ends.
Low, David E. English Journal, High school edition; Urbana Vol. 106, Iss. 4, (Mar 2017): 19-28. Copyright © 2017 by National Council of Teachers of English (NCTE)
2017-03-01T00:00:00Z