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Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (Pedagogiskt arbete)ORCID iD: 0000-0002-6922-4294
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 819-838Article in journal (Refereed) Published
Abstract [en]

This article combines theory on comics, narrative, and discursive psychology and analyses how the gutter is co-constructed for storytelling in classroom interaction. Closure of the gutter has previously been treated as a cognitive aspect. Here, interactional video data are analysed, with participants organizing ten separate comic panels. The analysis focuses on participants’ talk about the gutter, and how this constructs social actions. The results show how participants co-construct the gutter as meaningful space, hereby organizing time, actions, and events in narratives. The paper evinces that gutters are co-constructed as too narrow or too broad, relating chronologically and logically to surrounding panels. This contributes to sociocultural perspectives on literacy and use of comics for engaging with narratives in classroom practice.

Place, publisher, year, edition, pages
Routledge, 2019. Vol. 63, no 6, p. 819-838
Keywords [en]
Classroom studies, Comic Books, Comics, Discursive Psychology, Education, Literacy, Multimodality, Narrative theory
Keywords [sv]
Diskursiv psykologi, Klassrumsstudier, Litteracitet, Multimodalitet, Serietidningar
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-147607DOI: 10.1080/00313831.2018.1452290ISI: 000479216200001Scopus ID: 2-s2.0-85045421306OAI: oai:DiVA.org:liu-147607DiVA, id: diva2:1201818
Projects
Framing Education: Doings Comics Literacy in the ClassroomAvailable from: 2018-04-26 Created: 2018-04-26 Last updated: 2019-08-26Bibliographically approved
In thesis
1. Framing Education: Doing Comics Literacy in the Classroom
Open this publication in new window or tab >>Framing Education: Doing Comics Literacy in the Classroom
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.

Abstract [sv]

Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017. p. 151
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 34Linköping studies in education and social sciences ; 15
Series
Skrifter utgivna av Svenska Barnboksinstitutet, ISSN 0347-5387 ; 144
Keywords
classroom research, comics, comics literacy, discursive psychology, educational practice, literacy, multimodal interaction, social interaction, visual literacy, diskursiv psykologi, klassrumsforskning, literacy, multimodal interaktion, pedagogiskt arbete, serie-literacy, serier, social interaktion, visuell literacy
National Category
Pedagogical Work Specific Languages Didactics
Identifiers
urn:nbn:se:liu:diva-142067 (URN)10.3384/diss.diva-142067 (DOI)978-91-7685-419-8 (ISBN)
Public defence
2017-11-10, K4, Kåkenhus, Campus Norrköping, Norrköping, 13:15 (English)
Opponent
Supervisors
Available from: 2017-10-20 Created: 2017-10-20 Last updated: 2019-10-28Bibliographically approved

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