The Visual made Audible – Co-constructing Sound Effects as Devices of Comic Book Literacy in Primary School
Resumen
Este artículo discute y analiza las situaciones de alfabetización en las que dos niños de tercer grado y sus profesores trabajan mediante cómics, centrándose específicamente en las representaciones visuales del sonido. El propósito del artículo es explorar cómo estas representaciones, como aspectos multimodales de la alfabetización con cómics, provocan experiencias en las que la alfabetización se desarrolla en el aula. Las representaciones del sonido vienen mostradas por diferentes formas y tamaños, pero generalmente escritas fuera de las burbujas de diálogo con letras en negrita. Utilizando la psicología discursiva –y permitiendo así al investigador ver las acciones verbales y representaciones de los participantes como acciones que se realizan en determinados contextos sociales– el presente artículo analiza cómo parejas de estudiantes y maestros co-construyen aspectos visuales en los cómics, traduciéndolos en sonidos vocales y movimiento incorporado. Los resultados muestran que el movimiento incorporado, la sensación y el sonido audible se utilizan para mostrar interactivamente, en el cómic, los efectos de sonido para mejorar la experiencia narrativa del lector. Esto se hace como co-construcción entre adulto y niño a través de la recreación de lo visual como sonido y acción de la vida real, también conectando esto con otros aspectos visuales de paneles adyacentes para que esto sea significativo. El artículo sostiene que esto desafía las percepciones de los profesores y de los estudiantes sobre qué puede ser la alfabetización y cómo los efectos de sonido, a través de la forma, el color y la fuente del texto gráfico, influyen y animan las narrativas del cómic creadas en el aula.
Citas
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