The Latin American Comics Archive (LACA): an online platform housing digitized Spanish-language comics as a tool to enhance literacy, research, and teaching through scholar/ student collaboration

  • Felipe Gómez
  • Scott Weingart
  • Rikk Mulligan
  • Daniel Evans
Palavras-chave: Quadrinhos latino;americanos ; alfabetização multimodal ; Humanidades Digitais ; Ensino e Pesquisa de Espanhol

Resumo

O Latin American Comic Archive (LACA) é um projeto em andamento que combina as áreas de ensino de espanhol e culturas latino-americanas, pesquisa em Humanidades e tecnologias digitais para desenvolver uma ferramenta que permita aos estudantes e pesquisadores maiores possibilidades de acesso e análise de histórias em quadrinhos latino-americanas. Graças a um fundo de bolsas modesta Digital Humanities Mellon Seed Grant da Universidade Carnegie Mellon, LACA foi iniciado com o objetivo de cura e digitalizar uma pequena amostra representativa de quadrinhos da América Latina que mais tarde foram codificadas em linguagem CBML longo do ano lectivo 2016- 2017 No outono de 2017, ele implementou um curso piloto em que o investigador principal (PI) e seus alunos exploraram o uso destes materiais como ferramentas educacionais para a aprendizagem ea investigação sobre a língua espanhola e culturas latino-americanas . O uso de ferramentas de marcação e anotação no arquivo permitiu a análise de aspectos visuais e verbais da linguagem histórica, bem como elementos ou temas culturais ou linguísticos, sob uma variedade de categorias formais. Através da colaboração entre os alunos ea IP, eles foram definidas e chave para contribuir para a investigação, para o objetivo final de expandir o arquivo com edições ou exposições desses quadrinhos para os usuários que são pesquisadores / e elementos estudantes marcou. O desenvolvimento de aplicações integradas poderia também permitir a produção de intervenções críticas originais curtas no formato cómico.

Referências

Anzaldúa, G. (2001). Borderlands/La frontera. Excerpted In Bizzell, P., & Herzberg, B. (2001), eds. The Rhetorical Tradition: Readings from Classical Times to the Present. Boston: Bedford-St. Martin’s. 1585-1604.

Ault, D. (2003). In the Trenches, Taking the Heat: The Confessions of a Comics Professor. International Journal of Comic Art, 5(2), 241-260.

Bateman, J. A., Veloso, F. O. D., Wildfeuer, J., Cheung, F. H., & Guo, N. S. (2017). An open multilevel classification scheme for the visual layout of comics and graphic novels: Motivation and design. Digital Scholarship in the Humanities, 32(3), 476–510. https://doi.org/10.1093/llc/fqw024

Bode, K. (2017). The Equivalence of “Close” and “Distant” Reading; Or, Toward a New Object for Data-Rich Literary History. Modern Language Quarterly, 78(1).

Brandt, D. (2009). Literacy and learning: Reflections on writing, reading, and society. San Francisco, CA: Jossey-Bass.

Brooks, M. (2017). Teaching TEI to undergraduates: A case study in a digital humanities curriculum. College & Undergraduate Libraries, 0(0), 1–15. https://doi.org/10.1080/10691316.2017.1326331

Carter, J. B. (2008). Comics, the canon, and the classroom. In Frey, N., & Fisher, D. (2008). Teaching visual literacy: using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, CA: Corwin Press. 47-60.

Chute, H., & Jagoda, P. (2014). Special Issue: Comics & Media. Critical Inquiry, 40(3), 1–10. JSTOR, JSTOR, www.jstor.org/stable/10.1086/677316.

Dubin, F., & Kuhlman, N. (1992). The dimensions of cross-cultural literacy. In Dubin F., & Kuhlman, N. (Eds.). Cross-cultural literacy: Global perspectives on reading and writing. Englewood Cliffs, NJ: Regents/Prentice Hall. v-x.

Dunst, A., Hartel, R., Hohenstein, S., & Laubrock, J. (2016). Corpus Analyses of Multimodal Narrative: The Example of Graphic Novels. In Digital Humanities 2016: Conference Abstracts. Krakow, Poland. Retrieved from http://dh2016.adho.org/static/data-copy/387.html

Dupuy, B., Michelson, K. & Petit, E. (2013). Fostering Multiliteracies Through a Global Simulation Approach in Intermediate French: A Curricular Project.” Nclc.org

Earhart, A. E. (2012). Can Information Be Unfettered? Race and the New Digital Humanities Canon. In M. K. Gold (Ed.), Debates in the Digital Humanities. Minnesota: University Of Minnesota Press. Retrieved from http://dhdebates.gc.cuny.edu/debates/text/13

Eyman, D., & Ball, C.E. (2015). Digital Humanities Scholarship and Electronic Publication, in: Ridolfo, J., & Hart-Davidson, W. (Eds.). Rhetoric and the digital humanities. Chicago; London: University Of Chicago Press. 65-79.

Fernández L’Hoeste, H. D., & Poblete, J. (2009). Redrawing the nation: National identity in Latin/o American comics. New York: Palgrave Macmillan.

Frey, N., & Fisher, D. (2008). Teaching visual literacy: using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, CA: Corwin Press.

Haidar, A., & Ganascia, J. (2016). Automatic Detection of Characters in Case Insensitive Text in Comics. In Digital Humanities 2016: Conference Abstracts (pp. 425-426). Jagiellonian University & Pedagogical University, Kraków.

Hiebert, E. H. (1991). Introduction. In Hiebert, E. H. (Ed.), Literacy for a diverse society: Perspectives, practices, and policies. New York: Teachers College Press. 1-6.

Howes, F. (2010). Imagining a multiplicity of visual rhetorical traditions: Comics lessons from rhetoric histories. ImageTexT: Interdisciplinary Comics Studies, 5(3), 48.

Jacobs, D. (2013). Graphic Encounters: Comics and the Sponsorship of Multimodal Literacy. London: Bloomsbury Publishing.

Kern, R. (2000). Literacy and language teaching. Oxford: Oxford University Press.

King, E., & Page, J. (2017). Posthumanism and the graphic novel in Latin America. London : UCL Press. 84-108.

Kramsch, C. (2006). From Communicative Competence to Symbolic Competence. The Modern Language Journal, 90(2), 249-252. Retrieved from http://www.jstor.org/stable/3876875

Kuboi, T. (2014). Element Detection in Japanese Comic Book Panels. Master’s Theses and Project Reports. https://doi.org/10.15368/theses.2014.141

Library of Congress. (1977). United States copyright protection for books by foreign authors under the Universal Copyright Convention. Washington, D.C: Copyright Office, Library of Congress.

Manovich, L. (2012). How to Compare One Million Images? In Understanding Digital Humanities (pp. 249-278). Palgrave Macmillan, London. https://doi.org/10.1057/9780230371934_14

Manovich, L., Douglass, J., & Huber, W. (2011). Understanding scanlation: how to read one million fan-translated manga pages. Image & Narrative, 12(1), 206-228.

McCloud, S. (1994). The invisible art: Understanding comics. NY: HarperCollins Publishers.

McPherson, T. (2012). Why Are the Digital Humanities So White? or Thinking the Histories of Race and Computation. In M. K. Gold (Ed.), Debates in the Digital Humanities. Minnesota: University Of Minnesota Press. Retrieved from http://dhdebates.gc.cuny.edu/debates/text/13

Merino, A. (2003). El cómic hispánico. Madrid: Cátedra.

Mignolo, W. (2003). The darker side of the Renaissance: Literacy, territoriality, and colonization. Ann Arbor: The University of Michigan Press.

O’Donnell, D., Bordalejo, B., Ray Murray, P., del Rio, G., & Gonzales Blanco, E. (2016). Boundary Land: Diversity as a defining feature of the Digital Humanities. In Digital Humanities 2016: Conference Abstracts. Krakow, Poland. Retrieved from http://dh2016.adho.org/static/data-copy/387.html

Risam, R. (2015a). Across Two (Imperial) Cultures. In HASTAC 2015. East Lansing, Michigan. Retrieved from http://roopikarisam.com/uncategorized/across-two-imperialcultures-2/

Risam, R. (2015b). Beyond the Margins: Intersectionality and the Digital Humanities, 9(2). Retrieved from http://www.digitalhumanities.org/dhq/vol/9/2/000208/000208.html

Singer, K. (2013). Digital Close Reading: TEI for Teaching Poetic Vocabularies /. The Journal of Interactive Technology & Pedagogy, (3). Retrieved from https://jitp.commons.gc.cuny.edu/digital-close-reading-tei-for-teaching-poetic-vocabularies/

Spiro, L. (2012). “This Is Why We Fight”: Defining the Values of the Digital Humanities. In M. K. Gold (Ed.), Debates in the Digital Humanities. Minnesota: University Of Minnesota Press. Retrieved from http://dhdebates.gc.cuny.edu/debates/text/13

Tabachnick, S. E. (2009). Teaching the Graphic Novel. New York, N.Y: The Modern Language Association of America.

Tufis, M., & Ganascia, J.-G. (2016, March). Adding semantics to comics using a crowdsourcing approach. Retrieved from https://hal.archives-ouvertes.fr/hal-01288528

Turton, A. (2017). Towards Feminist Data Production: A Case Study From Comics. In Digital Humanities 2017: Conference Abstracts. Montreal, Canada. Retrieved from https://dh2017.adho.org/abstracts/493/493.pdf

Underwood, T. (2017). A Genealogy of Distant Reading, 11(2). Retrieved from http://www.digitalhumanities.org/dhq/vol/11/2/000317/000317.html

United States. (1988). Berne Convention for the Protection of Literary and Artistic Works: Message from the President of the United States transmitting the Berne Convention for the Protection of Literary and Artistic Works of September 9, 1886, completed at Paris on May 4, 1986, revised at Berlin on November 13, 1908, completed at Berne on March 20, 1914, and revised at Rome on June 2, 1928, at Brussels on June 26, 1948, at Stockholm on July 14, 1967, and at Paris on July 24, 1971 and amended in 1979. Washington: U.S. G.P.O.

Versaci, Rocco (2008). “‘Literary Literacy’ and the Role of the Comic Book.” In Frey, N., & Fisher, D. (2008). Teaching visual literacy: using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, CA: Corwin Press. 91-111.

Walsh, J. A. (2012). Comic Book Markup Language: An Introduction and Rationale, 6(1). Retrieved from http://www.digitalhumanities.org/dhq/vol/6/1/000117/000117.html

Whitson, R. T. (2013). “Comics and the Digital Humanities.” Presentation for Comics and the Multimodal World. http://www.rogerwhitson.net/?p=2130

Whitson, R. T., & Salter, A. (2015). Introduction: Comics and the Digital Humanities, 9(4). Retrieved from http://www.digitalhumanities.org/dhq/vol/9/4/000210/000210.html

Publicado
2020-08-28
Como Citar
Gómez, F., Weingart , S., Mulligan, R., & Evans, D. (2020). The Latin American Comics Archive (LACA): an online platform housing digitized Spanish-language comics as a tool to enhance literacy, research, and teaching through scholar/ student collaboration. Cuadernos Del Centro De Estudios De Diseño Y Comunicación, (89). https://doi.org/10.18682/cdc.vi89.3789