ABSTRACT With the increasing educational and institutional legitimacy afforded to multimodal texts, there is a need to further explore the use of the visual and its place in reader response, not only as a textual means to prompt interpretation but also as a form of interpretation itself. In this paper, I look at the multimodal interpretive practices of one adult reader who participated in a study I recently conducted with a number of undergraduate students in teacher education, reading a series of graphic novels that centred on themes of adolescence. I explore this reader’s responses to two texts: Jillian and Mariko Tamaki’s This One Summer, and Lynda Barry’s My Perfect Life. In response to their experiences of reading, I asked this reader to think about her own adolescence and to create a visual representation of a memory that was sparked while reading. I thus proceeded with a methodological assumption that to limit our students to only one mode of response is also to limit their possibilities for textual description and existential understanding. Along with a theory of multimodal literacies, I turn to psychoanalytic theory as a way to describe the potential effects of the unconscious on reading experience, memory, and visual response.

中文翻译：

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假设阅读是一种混合逻辑：漫画，心理分析和视觉反应的多模态承诺

摘要随着多模式文本在教育和制度上的合法性不断提高，有必要进一步探索视觉的使用及其在读者反应中的位置，不仅作为提示解释的文本手段，而且作为解释本身的形式。在本文中，我研究了一位成年读者的多模式解释性实践，该成年读者参加了我最近与许多本科生一起进行的教师教育研究，阅读了一系列有关青春期主题的图画小说。我探索了读者对两篇文章的回应：吉利安和玛里科·塔玛基的《今个夏天》和琳达·巴里的《我的完美人生》。根据他们的阅读经验，我请这位读者思考自己的青春期，并为阅读过程中产生的记忆创造视觉效果。因此，我进行了一个方法论上的假设，即将我们的学生限制为仅一种回应方式，同时也要限制他们进行文字描述和存在理解的可能性。与多峰文学理论一起，我转向心理分析理论，以描述无意识对阅读体验，记忆和视觉反应的潜在影响。