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dc.contributor Low, David E. California State University, Fresno. Kremen School of Education and Human Development. Literacy, Early, Bilingual, and Special Education en_US
dc.contributor Jacobs, Katrina Bartow. University of Pittsburgh en Jacobs, Katrina Bartow en_US Low, David E. en_US 2017-11-14T22:54:03Z 2017-11-14T22:54:03Z 2017 en_US 2017-04
dc.identifier.uri en
dc.description 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) en_US
dc.description.abstract 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. en_US
dc.format.extent pp. 226-264 en_US
dc.language en_US en_US
dc.publisher National Council of Teachers of English (NCTE) en_US
dc.subject.other comics en_US
dc.subject.other multimodal en_US
dc.subject.other teaching en_US
dc.subject.other methodology en_US
dc.title Critical Questioning in and beyond the Margins: Teacher Preparation Students' Multimodal Inquiries into Literacy Assessment en_US
dc.type Text en_US
dc.relation.journal English Journal (ISSN: 0013-8274). Vol. 49(3), pp. 226-264 en_US
dc.type.genre Articles en_US 2017-04
dc.contributor.local Low, David E en_US

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