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dc.contributor.advisorFox, Royeng
dc.contributor.authorKremer, Nicholas T.eng
dc.date.issued2017eng
dc.date.submitted2017 Springeng
dc.description.abstractThis research study develops a theory of effective pedagogy for teaching sequential art narratives grounded in the experiences of six graduate students and twelve junior high school students who studied graphic novels within their respective English Language Arts courses, which coalesced during a shared field teaching experience. Video recordings of all class sessions, field notes taken during observations, student interviews, and student compositions (both prose and multimodal) comprised the data set used to develop the theory, which establishes that sequential art narratives should be taught in conjunction with visual literacy modeling, quality mentor texts, and frequent opportunities for student collaboration, creative composition, and transmediation experimentation within a gradual release of (instructor) responsibility framework. A visual model of the proposed theory is included in the findings.eng
dc.description.bibrefIncludes biblographical referenceseng
dc.format.extentviii, 278 pages : illustrationeng
dc.identifier.urihttps://hdl.handle.net/10355/61948
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.subject.FASTComics (Graphic works)eng
dc.subject.FASTLanguage arts (Secondary)eng
dc.titleThe comic core : a theory of teaching sequential art narrativeseng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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