Critical multimodal literacy practices in student‐created comics

Abstract

AbstractIn the wake of grim events such as Russian invasion on Ukraine, Taliban takeover in Afghanistan, the death of George Floyd in America and mosque shootings in Christchurch, New Zealand, all occurring amid the pandemic of COVID‐19, it became increasingly more important to recognise literacy work that promotes a critically informed and just society. Thus, through the lens of critical literacy and intersectionality, this study sought to examine how pre‐service teachers drew on critical multimodal literacy practices to create open educational resources (OER) or openly licensed comics that motivate local, global and/or transnational literacy education. Data collection took place at a four‐year public university in Upstate New York. They included student‐created comics, student reflections, researcher's fieldnotes and course syllabus. Findings from the study reveal that the pre‐service teachers incorporated either a local, global or transnational connection to enact a social change. Further analysis shows that the OER or student‐created comics inherently involve actions which are aligned with the three principles of social justice: redistributive justice, recognitive justice and representational justice.