Defining Identities Through Multiliteracies: EL Teens Narrate Their Immigration Experiences as Graphic Stories

Document Type

Peer-Reviewed Article

Publication Date

11-2011

Abstract

Based on a framework of identity-as-narrative and multiliteracies, this article describes Graphic Journeys, a multimedia literacy project in which English learners (ELs) in middle school created graphic stories that expressed their families’ immigration experiences. The process involved reading graphic novels, journaling, interviewing, and integrating written text with family photos and other images to produce original graphic stories with computer software. The components of Graphic Journeys supported a multiliteracies pedagogy in that the students engaged with various linguistic modalities and multiple means of communication, including collaborative learning, composing, visual and graphic arts, and technology. The project also provided a powerful forum where the students could express their individual and family identities, explore their cultural heritage, and share their immigration stories with others. Suggestions are provided as to how the components of Graphic Journeys can be extended to EL academic language and writing development.

Comments

At the time of publication Robin Danzak was affiliated with University of South Florida Sarasota-Manatee, Sarasota.

DOI

10.1002/JAAL.00024

Publication

Journal of Adolescent & Adult Literacy

Volume

55

Issue

3

Publisher

International Reading Association

Pages

187-196

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