Mediating Emotive Empathy With Informational Text: Three Students' Think-Aloud Protocols of Gettysburg: The Graphic Novel

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...

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Bibliographic Details
Published in:Journal of adolescent & adult literacy 2017-11, Vol.61 (3), p.289-298
Main Authors: Chisholm, James S., Shelton, Ashley L., Sheffield, Caroline C.
Format: Article
Language:English
Subjects:
3‐Early adolescence
4‐Adolescence
Adolescent/young adult literature
Adolescents
Cartoons
Content literacy
Emotional Response
Empathy
FEATURE ARTICLES
Grade 8
Graphic novels
Inferences
Informational text < Strategies
Instructional strategies
Literacy
Literacy Education
Metacognitive strategies < Strategies
methods and materials
Motivation/engagement
Nonfiction
Novels
Protocol Analysis
Qualitative Research
Qualitative < Research methodology
Reading Processes
Reading strategies < Strategies
Semiotics
Semiotics < Theoretical perspectives
Social Studies
Sociocultural < Theoretical perspectives
Specific subject areas (math, art, etc.) < Content literacy
Teaching Methods
text features < Content literacy
Text types
Transactional < Theoretical perspectives
United States History
Visual literacy < Digital/media literacies
Visual Stimuli
Writing Assignments
Young adult literature
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Summary: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.
ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.682