TY - JOUR ID - 120702 TI - BOOK REVIEW: Teaching Graphic Novels in the English Classroom: Pedagogical Possibilities of Multimodal Literacy Engagement JO - Iranian Journal of Language Teaching Research JA - IJLTR LA - en SN - 2322-1291 AU - Salehi, Mohammad AU - Farhang, Afsaneh AD - Sharif University of Technology Y1 - 2019 PY - 2019 VL - 7 IS - 2 SP - 140 EP - 143 KW - graphic novels KW - pedagogical possibilities KW - multimodal literacy engagement DO - 10.30466/ijltr.2019.120702 N2 - The book is an edited volume made of three sections, each divided into several chapters. The first section focuses on different possibilities for the adoption of sequential art in the classroom, from introductory to advanced composition writing. In the second section, the graphic novel is foregrounded as a unique literary genre where the editor makes reference to authors who advocate graphic novels to be regarded as literature in their own right. The third section is concerned with graphic novels’ potential for triggering discussions that create opportunities for students to gain insights into the notions of social justice, identity, and empathy. In the introductory chapter of the book, which is a collection of essays on the use of graphic novels in the English classrooms, Burger enumerates the outstanding benefits of teaching graphic novels such as engaging reluctant readers, encouraging students to view familiar knowledge from a new perspective, activating, and developing students’ multiple literacy skills due to the inextricable combination of text and image in graphic novels. UR - https://ijltr.urmia.ac.ir/article_120702.html L1 - https://ijltr.urmia.ac.ir/article_120702_99124adf5959150d66e986f4808e509a.pdf ER -