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Building the Foundations of Critical Literacy: Collaborative Engagement with Interactive, Multimodal Narratives

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Title: Building the Foundations of Critical Literacy: Collaborative Engagement with Interactive, Multimodal Narratives
Language: English
Authors: Brady L. Nash (ORCID 0000-0001-8693-5912), Abigail Sweinhart, Katherine Batchelor (ORCID 0000-0001-9340-8168)
Source: Journal of Adolescent & Adult Literacy. 2026 69(5).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Critical Literacy, Critical Reading, Reading Comprehension, Undergraduate Students, Novels, Cartoons, Reading Processes, Reading Attitudes, Attitude Change
DOI: 10.1002/jaal.70040
ISSN: 1081-3004
1936-2706
Abstract: New literacies are not defined by their medium, but by broader shifts in how literacy is practiced. Offline, role-playing games, tabletop games, and interactive narratives are becoming more and more popular, affording students the ability to engage with and change storylines. Online, readers today are able to pick and choose what kinds of texts they encounter online, and texts themselves are now more interactive, shifting based on available information about readers' web histories. To read critically today, readers need to understand the degree to which meaning in all texts is not fixed, but subjectively constructed by socially-situated individuals as they read. Supporting students in developing nuanced understandings of how meaning arises through reading remains a challenge, however, particularly given the number of overlapping concerns literacy educators face. Responding to the need to explore how readers construct meaning interactively and multimodally while still incorporating literary texts, this study examines the ways in which undergraduate students collaboratively read a multimodal, interactive, graphic novel. The study focuses on how participants' reading experience helped them shift their paradigms regarding reading, understand their own subjective positionality as readers, and develop new theoretical and pedagogical understandings regarding critical meaning-making.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497599
Database: ERIC
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  Data: Building the Foundations of Critical Literacy: Collaborative Engagement with Interactive, Multimodal Narratives
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  Data: <searchLink fieldCode="AR" term="%22Brady+L%2E+Nash%22">Brady L. Nash</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8693-5912">0000-0001-8693-5912</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abigail+Sweinhart%22">Abigail Sweinhart</searchLink><br /><searchLink fieldCode="AR" term="%22Katherine+Batchelor%22">Katherine Batchelor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9340-8168">0000-0001-9340-8168</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. 2026 69(5).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1002/jaal.70040
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  Data: New literacies are not defined by their medium, but by broader shifts in how literacy is practiced. Offline, role-playing games, tabletop games, and interactive narratives are becoming more and more popular, affording students the ability to engage with and change storylines. Online, readers today are able to pick and choose what kinds of texts they encounter online, and texts themselves are now more interactive, shifting based on available information about readers' web histories. To read critically today, readers need to understand the degree to which meaning in all texts is not fixed, but subjectively constructed by socially-situated individuals as they read. Supporting students in developing nuanced understandings of how meaning arises through reading remains a challenge, however, particularly given the number of overlapping concerns literacy educators face. Responding to the need to explore how readers construct meaning interactively and multimodally while still incorporating literary texts, this study examines the ways in which undergraduate students collaboratively read a multimodal, interactive, graphic novel. The study focuses on how participants' reading experience helped them shift their paradigms regarding reading, understand their own subjective positionality as readers, and develop new theoretical and pedagogical understandings regarding critical meaning-making.
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      – SubjectFull: Critical Reading
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Novels
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      – SubjectFull: Reading Attitudes
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      – SubjectFull: Attitude Change
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      – TitleFull: Building the Foundations of Critical Literacy: Collaborative Engagement with Interactive, Multimodal Narratives
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