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Title Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels
Publication Date
Date Available
Degree Level masters
University/Publisher University of Toronto

Literacy in the 21st century is constantly evolving. To teach literacy effectively, educators need to embrace and understand linguistic, cultural and textual practices that are relevant for students. Reading and responding to graphic novels in face-to-face and online settings are such 21st century literate practices. This thesis focuses on how grade 6 students who are both English Language Learners and non-English Language Learners respond and connect to social justice issues in graphic novels through literature circles, online blogging and personal journals. Responses to social justice issues were fairly similar between English Language Learners and non-English Language Learners, especially based on a cultural experience standpoint. It is important for educators to encourage students to connect with prior experiences and knowledge with social justice issues and stereotypes that exist in their own world. This prepares students to become more socially conscious and critical thinkers about the world around them.


Subjects/Keywords 0727
Contributors Peterson, Shelley Stagg; Curriculum, Teaching and Learning
Language en
Country of Publication ca
Record ID handle:1807/30084
Repository toronto-thes
Date Retrieved
Date Indexed 2017-12-19

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