This exploratory case study was conducted in order to determine what themes, if at all, emerged from the analysis of multimodal, graphic novel panels adapted from primary texts. While research has been conducted in understanding the academic validity of graphic novels, as well as how visual analysis abilities can lend themselves to the further understanding of grammar, space, and hierarchy of elements of graphic novels, there exists a gap in how situating the meaning-making readers generate in an analysis of adapted graphic novels. This research study addresses how adolescent learners utilize language after exposure to visual grammar terminology and concepts, and what roles are adopted by the adolescent learner in their understanding of the multimodal images. This case study relies on pattern matching to examine what roles under the Expanded Four Resource Model were utilized, both prior and after applying visual framework on graphic novel panels. This study utilized an educational unit, along with an interview, in order to collect data. This research is significant because it provides an exploration of comparison to processes similar to purely textual reading, the concepts readers understood has presence within multimodal images, and how dominance-based thinking presented itself within many explanations of visuals.
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Master of Education (M.Ed.)
College of Community Innovation and Education
School of Teacher Education
Secondary Education; English Language Arts Education
Length of Campus-only Access
Masters Thesis (Campus-only Access)
Parker, Kyle, "Visual Frameworks and Analysis: Investigating the Link Between Primary Texts and Graphic Novel Adaptations Utilizing Semiotic & Visualization Framing Techniques" (2022). Electronic Theses and Dissertations, 2020-. 1266.
Restricted to the UCF community until August 2025; it will then be open access.