ABSTRACT

This article examines students’ identities in teacher–student interactions during an eight-week comic unit within a fourth-grade literacy classroom. Though researchers have increasingly studied how teachers incorporated graphic novels and comics into the school literacy curriculum, few have documented the social interactions that students’ multimodal composing is embedded in. Using microethnographic discourse analysis, we traced the identity work of two case studies at different reading levels during whole-class discussions and writing conferences and how their teacher supported their positive identity development through discourse moves. In this article, we show that the teacher’s dialogic approach to teaching provided both students with opportunities to position themselves and be positioned as expert and comic author. We encourage educators to use multimodal literacy to create a supportive learning environment that transforms verbocentric school literacy and students’ identities.

摘要

本文考察了四年级识字课堂中为期八周的漫画单元中师生互动中学生的身份。尽管研究人员越来越多地研究教师如何将图画小说和漫画纳入学校扫盲课程，但很少有人记录学生的多模态写作所嵌入的社会互动。使用微观民族志话语分析，我们追踪了两个案例研究在不同阅读中的身份工作全班讨论和写作会议期间的水平，以及他们的老师如何通过话语动作支持他们积极的身份发展。在本文中，我们展示了老师的对话式教学方法为学生提供了定位自己和被定位为专家和漫画作者的机会。