Staff View
“Reading outside the comfort zone"

Descriptive

TitleInfo
Title
“Reading outside the comfort zone"
SubTitle
how secondary students experience graphic novel instruction in the English language arts classroom
Name (type = personal)
NamePart (type = family)
Krinsky
NamePart (type = given)
Hinda L.
NamePart (type = date)
1985-
DisplayForm
Hinda Krinsky
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Belzer
NamePart (type = given)
Alisa
DisplayForm
Alisa Belzer
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Boling
NamePart (type = given)
Erica
DisplayForm
Erica Boling
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Parmar
NamePart (type = given)
Priya
DisplayForm
Priya Parmar
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2012
DateOther (qualifier = exact); (type = degree)
2012-10
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Within the current educational climate, many adolescents, particularly at the secondary level, struggle to achieve literacy proficiency. One factor that may be contributing to these poor proficiency levels is the curriculum, particularly the type of texts being used to develop literacy in school. These materials tend to reflect traditional notions of text that are believed to develop skills necessary to succeed on standardized assessments. Many English Language Arts classrooms continue to privilege traditional literary texts and linguistic modes of meaning despite the fact that developing the skills to read certain alternative texts, like graphic novels, can make students better, more engaged readers. The graphic novel can also be used to improve proficiency by providing opportunities for students to develop multimodal reading and critical literacy skills. Though researchers continue to highlight the educational benefits of graphic novels, the general theoretical literature has yet to explore how readers adjust to the affordances of this type of text or how instruction impacts this learning process. Using an embedded case study model, this study documented how a twelfth-grade class studied four graphic novels that had been incorporated in their ELA course. The data were derived from multiple sources including observations, interviews, artifacts, and documents. Findings for this study suggest that readers may require instruction specific to graphic novels in order to fully access the unique textual affordances and maximize the learning potential of this kind of text. This research also indicates that graphic novels may be better suited for a nontraditional instructional approach, such as a multiliteracies pedagogy, that more fully addresses its multimodal and pluralistic features. This study also suggests that instructors working with such materials receive special training to ensure that their instructional model is appropriate for graphic novels and to help support student learning with text-specific strategies.
Subject (authority = RUETD)
Topic
Literacy Education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4516
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 168 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Hinda L. Krinsky
Subject (authority = ETD-LCSH)
Topic
Reading
Subject (authority = ETD-LCSH)
Topic
Graphic novels in education
Subject (authority = ETD-LCSH)
Topic
Literacy
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T36T0JMX
Genre (authority = ExL-Esploro)
ETD doctoral
Back to the top

Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Krinsky
GivenName
Hinda
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-02-01 16:37:30
AssociatedEntity
Name
Hinda Krinsky
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
Back to the top
Version 8.5.5
Rutgers University Libraries - Copyright ©2024