Teaching the graphic novel in English and literature courses can be a challenge, because some of the most commonly used techniques for analyzing literature are not entirely compatible with the analysis of a multimodal form like comics. Additionally, the traditional classroom can be a problematic context for the graphic novel, especially in large lecture spaces, with their unimodal, instructor-centered design. The experience of teaching graphic novels in an active learning classroom suggests that a multimodal approach placed in a learning space designed for multimodal approaches can enhance and improve the experience of teaching the graphic novel in undergraduate courses.
Multimodalities Multiplied: Teaching Comics in an Active Learning Classroom
Chester Scoville is assistant professor in the teaching stream, Department of English and Drama, University of Toronto Mississauga. He teaches courses in graphic novels, rhetoric, British literature and drama, and science fiction. He has been cochair of the Active Learning Classrooms Community of Practice on his campus.
Chester Scoville; Multimodalities Multiplied: Teaching Comics in an Active Learning Classroom. Pedagogy 1 October 2018; 18 (3): 540–546. doi: https://doi.org/10.1215/15314200-6936956
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