Chapin
Agent of S.H.I.E.L.D.
Posts: 67
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Post by Chapin on Aug 26, 2014 7:42:53 GMT -5
So, Mara, I did not ask a question, but I'm really curious about your grad work and research. Could you describe it more in depth?
I'm doing my own communications/school based grad work, and I'm interested in how different modes of communication (like GRAPHIC novels) make a difference.
I am curious, thanks,
Thanks Gary
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Post by megamaramon on Aug 26, 2014 17:12:10 GMT -5
No problem! I'm a school psychology doctoral student. My research focus is on education and psychology. When it comes to comics, I like to study the impact of comics (primarily graphic novels) on reading in students. In that field, I have to study visual literacy and multimodal learning. There's not a lot of empirical research done in the comics field yet, so it's hard to get people to take it seriously. On the psychology side, I am interested in the bibliotherapeutic benefits of comics. Bibliotherapy is the use of reading materials in counseling sessions. The visual nature of comics may be able to motivate younger readers to read the material and participate in therapy sessions. In that area, I concentrate more on transportation and motivating factors in comics.
You might be interested in Dr. Matthew Smith's work (Wittenberg University). His training is in communications. He's got at least one textbook about communications and comics out. Dr. Randy Duncan (Henderson State University) is also highly involved in the field of communications and comics. He's got a new textbook coming out soon, but I already forgot what it covers.
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Chapin
Agent of S.H.I.E.L.D.
Posts: 67
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Post by Chapin on Aug 27, 2014 16:55:36 GMT -5
Thanks! I will follow those references. There's a lot of focus in assessment (my field) on allowing kids to demonstrate what they know and can do in a variety of modes ... but I've never seen research on how facility in one mode (visual literacy) might improve facility in another (textual literacy). Of course, I haven't looked, either. But this is fascinating.
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