Comics, graphic novels, and manga differ appreciably from textual narrative formats, and materials with increasingly visual elements have found their way into progressive and student-centered library collections. But many educators and librarians still resist inclusion of graphic narratives in school libraries and devalue the reading practice of students who prefer more visual texts. Using the framework of radical change, which posits that both text conventions and reader expectations for text are increasingly multimodal as they possess characteristics of evolving digital media, this study considered the relationship of the characteristics of text individual students prefer, particularly those they select from the school library, and their attitudes towards aspects of reading practice as evidenced through the Adolescent Motivation to Read Profile instrument. Survey data was supplemented with circulation history from the library management system to inform a correlational study punctuating attitudinal differences based on reader preferences. Findings include high school students who engage with graphic narrative text formats reporting more favorable views of libraries and reading. There is a demonstrable distinction in attitudes between students who prefer more visual text when compared with peers with more traditional print affinities. Student engaging with graphic narrative texts also report more frequent engagement with text overall. These demonstrated relationships should help to legitimize the inclusion of more graphic narrative text formats in school library collections.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc700038 |
| Date | 12 1900 |
| Creators | Stephens, Wendy Steadman |
| Contributors | Du, Yunfei, Hilbun, Janet Merle Wossum, Lin, Lin |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | ix, 113 pages : illustrations., Text |
| Rights | Public, Stephens, Wendy Steadman, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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