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dc.contributor.authorSabeti, Shari-
dc.description.abstractThis paper explores the possibilities for pedagogy inherent in the reading practices which emerged from an extra-curricular graphic novel reading group set up in a Scottish secondary school. The research is presented within the framework of the New Literacy Studies and its focus on ‘practices' and ‘events' but, more specifically, it uses the framework developed by researchers working on the Literacies for Learning in Further Education project conducted recently in the United Kingdom. This framework allows a more detailed exploration of ‘events' by unpacking the fine-grained aspects that compose a literacy practice. This paper aims to identify, trace and analyse the aspects of the emerging new practice of this Reading Group. While the framework it employs is based on an opposition between curricular and non-curricular practices, the data presented in this paper derives from an extra-curricular activity uniquely positioned inside the school but outside of the official curriculum. By focussing on notions of identity and process in particular, the paper presents a critique of the ways in which literacy practices which take place outside of the classroom have been undervalued or ignored by educational policy and practice.en_UK
dc.relationSabeti S (2013) 'A different kind of reading': the emergent literacy practices of a school-based graphic novel club, British Educational Research Journal, 39 (5), pp. 835-852.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectgraphic novels and comicsen_UK
dc.subjectliteracy practicesen_UK
dc.title'A different kind of reading': the emergent literacy practices of a school-based graphic novel cluben_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.citation.jtitleBritish Educational Research Journal-
dc.type.statusPublisher version (final published refereed version)-
dc.contributor.affiliationInitial Teacher Education-
Appears in Collections:Faculty of Social Sciences Journal Articles

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