Semester of Graduation
Fall 2025
Degree Type
Dissertation
Degree Name
Secondary & Middle Grades EDD
Department
Secondary & Middle Grades Education
Committee Chair/First Advisor
Rob Montgomery
Second Advisor
Stephen Goss
Third Advisor
Anete Vasquez
Abstract
Grounded in Multiliteracy and Reader Response Theory, this narrative inquiry illuminates the voices of secondary ELA students as they engage with graphic novels as anchor texts. This study positions students as co-constructors of knowledge, recognizing that their individual backgrounds, identities, and prior experiences shape their understanding of and connection with multimodal texts. By centering student narratives, this research highlights the pedagogical value of visual storytelling and multiliteracies in fostering critical engagement, enhancing comprehension, and validating the diverse voices often marginalized in traditional literary analysis. The findings reveal that graphic novels, as multimodal texts, provide a unique platform for students to negotiate meaning through both visual and textual modes, thereby promoting deeper engagement and supporting the development of multimodal literacy skills essential for navigating today’s complex communicative landscapes.