Students and researchers were able to collaborate in the definition of key terms to be annotated and used for the research of topics in the digitized comics, with the object of ultimately creating or collaborating in critical editions of comics for use by others, and the expansion of the archive, which will eventually be open to general scholarly use by students and researchers.
BUBBLE LETTERS FONT FRANK ARCHIVE
The use of digital tagging and annotation tools on the archive enabled for the analysis of the visual and verbal language of comics, as well as cultural and linguistic items or themes, and a variety of formal categories. In the Fall of 2017, a pilot course allowed students and researchers to access and explore these source materials as pedagogical tools for learning and researching about Spanish language and Latin American culture. Thanks to a Digital Humanities Mellon Seed Grant, LACA started out with a small representative sample of Latin American comics that were digitized and encoded in CBML over the 2016-2017 academic year. The Latin American Comics Archive (LACA)1 is an ongoing project combining capabilities for Spanish language and culture teaching, research in the Humanities, and digital technologies as a tool for expanding the access and analysis of Latin American comics for both scholars and students. Data are in Norwegian Sign Language with English translations. The article concludes that for presenting nonsensitive data, graphic transcripts have several advantages, such as improved access to visual features, flexible granularity, and enhanced readability.
BUBBLE LETTERS FONT FRANK FULL
The NTS extract is introduced with a short sample of multilinear, Jefferson-inspired glossed transcript and then presented in full as graphic transcript. The extract shows conversational trouble and repair occurring when interlocutors respond to utterances produced while they as recipients were looking elsewhere.
To contextualize this exploration of graphic transcripts, a small-scale analysis of a stretch of interaction is embedded in the article. The interlocutors’ utterances are represented as English translations in speech bubbles rather than glossed or phonetically transcribed NTS, and the article discusses advantages and disadvantages of this unconventional choice. This article explores comic-strip-inspired graphic transcripts as a tool to present conversational video data from informal multiperson conversations in a signed language, specifically Norwegian Sign Language (NTS). The study of how bubbles are constructed contributes to a larger theme of studying classroom instruction using comics as resources for doing literacy.
Furthermore, teachers use pupils’ drawn bubbles, adding to them a variety of multimodal expressions, thereby illustrating how narrative focalization and character prosody are constructed in the reading of comics. Results show how participants negotiate combinations of shapes, symbols and text to construct common knowledge concerning bubbles. The analysis focuses on the action-oriented aspects of discursive psychology: emphasis, word repetition, uptake and the use of signs, symbols, and text in the comics. Through studying video data on naturally occurring classroom interaction whereby participants in Grade 3 (ages 9–10) talk about bubbles, the aim of this article is to increase knowledge of how bubbles are constructed as devices of literacy.
This article investigates teachers’ and pupils’ use of speech and thought bubbles in a classroom literacy project involving comics.
0 kommentar(er)
