Keywords: Classroom comics literacy multimodality sound effect sound text.Įste artículo discute y analiza las situaciones de alfabetización en las que dos niños de tercer grado y sus profesores trabajan mediante cómics, centrándose específicamente en las representaciones visuales del sonido. The paper argues that this challenges both teachers’ and students’ perceptions of what literacy can be and how sound effects -through the shape, colour and font of the graphic text- influence and en-liven the comic narratives created in the classroom. This is done as co-construction between adult and child through re-enactment of the visuals as real-life sound and action -also connecting this to other visual aspects of adjacent panels in order to make this meaningful. Results show that embodied motion, sensation, and audible sound are utilized to interactively display comic sound effects to enhance the reader’s experience of the narrative. Using discursive psychology -allowing the researcher to view participants’ verbal and embodied actions as performing actions in social and situated contexts- the current paper analyses how pairs of students and teachers co-construct visual aspects in comic books, translating them into verbal sound and embodied action. Visual representations of sound come in different shapes and sizes, but are generally written outside of speech bubbles in bold letters. The purpose of the paper is to explore how these representations, as multimodal aspects of comics literacy, provoke literacy experiences in the classroom. This paper analyses and discusses ongoing comics literacy events where two 3 rd Grade students and their teachers are working with comic books, focusing specifically on visual representations of sound.
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