Inner-Ciity Children's Graphics Call for Social Justice

Lucia Lu

English Language Teaching, 2010, vol. 3, issue 3, 11

Abstract: In a graduate literacy course, the author as the teacher educator conceptualized “Visual Literacy†into the course. The in-service and pre-service teachers from the inner-city schools in Georgia and Virginia invited the struggling writers to create graphic novels by envisioning life activities, using drawings, and invented spellings as well as conventional words to tell their family stories. This paradigm shift from print-based curriculum to multimodal transmediation opened an alternate pathway to literacy, and the children became enthusiastically engaged. Their graphic novels vivified their life experiences, alleviated their pent-up emotions, and made their struggles visible and their inner voices audible. “Visual Literacy†enabled them to transcend the hardships that confronted them and ushered them into academic success. Keywords-  envision, multimode, transmediation, visual literacy, graphic novel, critical literacy

Date: 2010
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/6062/5558 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/6062 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:3:y:2010:i:3:p:11

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().