Abstract
AbstractIn many classrooms, teachers have started to incorporate graphic novels in classroom instruction. However, research has suggested that some readers may have limited understanding of how to read graphic novels, which can create challenges for teachers using the medium. Drawing from a larger study, this article highlights two cases, an expert graphic novel and an expert traditional print text reader, to illustrate how the expanded four resources model may be used as a framework to guide novice graphic novel readers as they engage with graphic text. The article provides next steps for educators as they begin their journey with graphic novels.
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