Resignifying comics for multimodal literary learning
This article examines the role of comics within the field of literary education. It pays particular attention to the capacity of comics to build literary competence by cultivating interpretive and storytelling skills. Traditionally marginalized in education due to perceptions of being a minor or ina...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:323771 |
| Acceso en línea: | https://ddd.uab.cat/record/323771 https://dx.doi.org/urn:doi:10.5565/rev/jtl3.1584 |
| Access Level: | acceso abierto |
| Palabra clave: | Ensenyament del còmic Lectura de còmics Lynda barry Educació literària Multimodalitat Teaching comics Reading comics Literary education Multimodality Enseñanza del cómic Lectura de cómics Educación literaria Multimodalidad Enseignement de la bande dessinée Lecture de bandes dessinées Éducation littéraire Multimodalité |
| Sumario: | This article examines the role of comics within the field of literary education. It pays particular attention to the capacity of comics to build literary competence by cultivating interpretive and storytelling skills. Traditionally marginalized in education due to perceptions of being a minor or inadequate form of reading, comics are now increasingly recognized as complex multimodal literary texts. The article first considers the pedagogical conditions that have facilitated their gradual incorporation into the literature classroom. It then explores the pedagogical potential of comic creation, drawing on the teaching practices of the artist Lynda Barry as a case study to illustrate the intersection between creativity, multimodality and literary analysis. The article argues that comics are not only effective instruments for promoting reading habits but also significant resources for reconfiguring literature pedagogy within a multimodal framework. It concludes that comics can enhance both literary analysis and literary pedagogy, going far beyond their token presence in school libraries. |
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