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With the recent explosion of activity and discussion surrounding comics, it seems timely to examine how we might think about the multiple ways in which comics are read and consumed. Graphic Encounters moves beyond seeing the reading of comics as a debased or simplified word-based literacy. Dale Jacobs argues compellingly that we should consider comics as multimodal texts in which meaning is created through linguistic, visual, audio, gestural, and spatial realms in order to achieve effects and meanings that would not be possible in either a strictly print or strictly visual text. Jacobs advances two key ideas: one, that reading comics involves a complex, multimodal literacy and, two, that by studying how comics are used to sponsor multimodal literacy, we can engage more deeply with the ways students encounter and use these and other multimodal texts. Looking at the history of how comics have been used (by churches, schools, and libraries among others) will help us, as literacy teachers, best use that knowledge within our curricula, even as we act as sponsors ourselves.
In 1829 Andrew Jackson arrived in Washington in a carriage. Eight years and two turbulent presidential terms later, he left on a train. Those years, among the most prosperous in American history, saw America transformed not only by growth in transportation but by the expansion of the market economy and the formation of the mass political party. Jackson's ambivalence—and that of his followers—toward the new politics and the new economy is the story of this book. Historians have often depicted the Old Hero (or Old Hickory) as bigger than life—so prominent that his name was wed to an era. Donald Cole presents a different Jackson, one not always sure of himself and more controlled by than ...
Includes bibliographical references. Includes index.
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Includes Part 1, Number 2: Books and Pamphlets, Including Serials and Contributions to Periodicals July - December)