My dissertation (2017) is on how comics are used to create stories and story telling in classroom activities. Video data is analyzed from a discursive psychological perspective and the study investigates students’ and teachers’ constructions of discourse on comics and comics reading. The results of the study demonstrate a comics literacy where participants discuss how comics are read, their personal experiences of the material and the value thereof, and what constitutes reading in relation to comics – the combination of sequential images, text, speech bubbles, etc. The dissertation argues that this comics literacy is discussed in relation to this medium, rather than the more general visual literacy traditionally used in these discussions. The dissertation is available at: http://www.diva-portal.org/smash/record.jsf?pid=diva2:1150907
The project ”Comics in education” presently includes work together with Katarina Eriksson Barajas on a systematic research review of the field where we aim to gather and analyze research on comics as a tool for K-9 education since the 1990s. Preliminary results indicate that even though the amount of research in the field has increased since the turn of the millenium, there is still very little work done in the school environment, whilst a significantly larger part of comics studies theorizes on usage of comics in school.
This project also contains a collaboration with Eva Reimers and Katarina Eriksson Barajas where we investigate gender constructions with comics in Grade 3 and Grade 8 classes. Furthermore, I am presently writing on sound effects and the use of graphic text as literary devices for comics story telling in Grade 3.
In the project ”Doing Feedback in Higher Education” Karin Stolpe and I investigate how students and university teachers in the teachers program construct feedback for written assignments, both in writing and orally, and how this is done as a multimodal process in interaction and through text.