[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-135114-en":3,"doc-seo-135114-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},135114,962085320529,"Sarah ","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Research & Report","IMAGE AND TEXT - CRITICAL AND EMPIRICAL RESEARCH ON THE USE OF COMICS AND GRAPHIC NOVELS IN LITERACY INSTRUCTION","Special Issue focuses on critical and empirical research into how comics and graphic novels support literacy instruction. The issue introduces an editor and frames the medium’s long-standing tensions in schools, shaped by social and political resistance and shifting definitions of “worthy” reading. It highlights two interviews and multiple scholarly articles and reviews, examining pedagogy, antiracist and social-justice-oriented teaching, and the range of comic and graphic novel titles discussed within literacy and comics studies.","Special Issue  \nIMAGE AND TEXT: CRITICAL AND EMPIRICAL RESEARCH ON THE USE OF COMICS AND GRAPHIC NOVELS IN LITERACY INSTRUCTION  \nJASON D. DEHART, GUEST EDITOR  \nAPPALACHIAN STATE UNIVERSITY  \nCOMICS: YES, AND  \nFrom the age of seven, I knew there was something special about the comics medium. As a literacy scholar and educator, questions of what makes this medium so attractive for both reading and composing continue to persist. While I did not encounter any comics at school, I would occasionally happen upon a chapter book about a character that I loved in the school book fair (Spiderman and Batman come to mind) . Comics never seemed like part of the classroom routine or like a valid and welcome form of literacy – in fact, my attempts to craft comics at school were often taken up by teachers and deemed a troublesome distraction. As Smith (2011) noted, comics are not a focus of“easy” study (p. 110) for a number of reasons, including the drive to pair them up with more acceptable forms of reading and writing. Scholars point to the complexity of these texts through visual models of cognitive processing (Cohn, 2020), as well as their depth as literary materials (Kukkonen, 2013) . Yet, limiting approaches to these texts has a long social and political history (Wertham, 1954) that still (mis)informs resistance in classroom spaces.  \nAs a young reader growing up, I knew little of this debate. As a teacher, I saw both the appeal of comics for my students, as well as the lack of comics in classroom libraries at the time. Fortunately,  \na resident comics shop would pass through my small town every now and then, popping up and then disappearing like a promise of an open world of reading materials. Otherwise, I found what I was looking for at the local pharmacy and grocery store magazine shelf.  \nDecades later, I would become a middle school teacher. Armed with a graduate-level knowledge of canonical texts, I began my teaching career with the unspoken and unconscious agenda of continuing this school-based focus on particular authors and particular texts – namely, White male names I had learned to earn my degree. Soon, I realized that, much like me as a young person, there were groups of children in my classroom who would steal away for a few moments and make comics (namely, Manga and Anime-inspired creations). Then comics began to enter popular media more and more, thanks largely to the Marvel Cinematic Universe.  \nI soon found myself at a decision point of pedagogically embracing the materials that I continued to enjoy in my home reading life as part of sanctioned and “worthy” reading for classroom use. Like Mjolnir bestowing itself to a capable character of Marvel lore, I embraced comics and continue to do so. When I began my career as a university instructor, I found myself further inspired by authors like Raina Telgemeir and Jerry Craft, authors and artists who envision comics as places where relevant questions can be asked and where realistic and fantasy elements can collide, and where literacy can be seen as an imaginative, inclusive, and invigorating set of practices that are not nearly so bounded as I once thought.  \nInvited to take on a special issue for Study & Scrutiny, I, along with co-editors Crag Hill and Shelly Unsicker-Durham, searched for scholars to center comics texts in both empirical and critical work. We are so pleased to offer a robust issue, complete with two interviews, eight articles, and academic and trade book reviews by Terri Suico and others. For us, comics are valid and valuable texts that can be enjoyed by young readers and older readers alike. What is more, comics take on a range of topics and stories. As author/artist George O’Connor wrote in the introduction to Using Graphic Novels in the English Arts Classroom (Boerman-Cornell & Kim, 2020),“Nowadays, comics do not have to be funny,” though these books have been often regarded as “‘silly kids’ stuff.’” Comics are spaces for stories to be told through bot","cbCaidJiCtaq4YBg","https://ap.wps.com/l/cbCaidJiCtaq4YBg","pdf",112491,1,7,"English","en",105,"# In This Issue\n## Editorial Focus and Scope\n## Interviews and Featured Scholarship\n## Research Themes in Literacy, Antiracism, and Classroom Use","[{\"question\":\"Why does the special issue emphasize comics and graphic novels for literacy instruction?\",\"answer\":\"It argues that comics and graphic novels are valid, valuable texts for both young and older readers and can meaningfully support literacy through the integration of words and images.\"},{\"question\":\"What major areas does the issue explore regarding classroom and educator approaches?\",\"answer\":\"It examines how educators align themselves with counter-narratives that treat comics as worthy of analysis, how this messaging reaches critics, and how comics/graphic novels fit into antiracist and social-justice pedagogy.\"},{\"question\":\"Which interviews are included, and what topics do they address?\",\"answer\":\"The issue includes interviews with comics scholar and creator Nick Sousanis, focusing on style in comics and classroom instruction centered on making, and with comics scholar Stergios Botzakis, exploring educators’ histories with comics and current research directions.\"}]","IMAGE AND TEXT - 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