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.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/30084 |
| Date | 29 November 2011 |
| Creators | Chang, Jessica Chalin |
| Contributors | Stagg Peterson, Shelley |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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