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Title The Responses of Fifth Graders to Japanese Pictorial Texts
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Publication Date
Date Accessioned
Degree Level doctoral
University/Publisher University of Arizona
Abstract This study explores the responses of twelve fifth graders to Japanese pictorial texts - manga (Japanese comics), anime (Japanese animations), kamishibai (Japanese traditional visual storytelling), and picture books - and their connections to Japanese culture and people. This study took place Cañon Elementary School in Black Canyon City in Arizona. The guiding research questions for this study were: How do children respond to Japanese pictorial texts? and What understandings of Japanese culture are demonstrated in children's inquiries and responses to Japanese pictorial texts? The study drew on reader response theory, New Literacy Studies, and multimodality. Data collection included participant-observation, videotaped/audiotaped classroom discussions and interviews, participants' written and artistic artifacts, ethnographic fieldnotes, and reflection journals. Results revealed that children demonstrated four types of responses including (1) analytical, (2) personal, (3) intertexual, and (4) cultural. These findings illustrate that the children actively employed their popular culture knowledge to make intertextual connections as part of meaning making from the stories. They also showed four types of cultural responses including (1) ethnocentrism, (2) understanding and acceptance, (3) respect and appreciation and valuing, and (4) change. This study makes a unique contribution to reader response as it examines American children's cultural understandings and literary responses to Japanese pictorial texts (manga, anime, kamishibai, and picture books).
Subjects/Keywords Japanese popular culture; Manga; Multimodality; New Literacy Studies; Reader Response; Language, Reading & Culture; Anime
Contributors Short, Kathy G (advisor); Short, Kathy G. (committeemember); Gilmore, Perry (committeemember); Ruiz, Richard (committeemember); Betts, J. David (committeemember)
Language en
Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Country of Publication us
Record ID handle:10150/556238
Repository arizona-diss
Date Indexed 2018-11-26
Issued Date 2015-01-01 00:00:00

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