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This paper aims to identify the effectiveness, student perceptions and impacts of integrating comics into the English as a foreign language (EFL) writing curriculum for undergraduate Ecuadorian polytechnic students.

This research followed a mixed method design to obtain quantitative information through a researcher-made survey and paired T-test, which would be corroborated by the qualitative data obtained from semistructured interviews.

From the descriptive and T-test results and the interview answers, it is concluded that students have a favorable view of the effectiveness of using comics to improve their writing skills. They also expressed their engagement and motivation to work with comics.

First, the research sample, comprised of 109 students, may restrict the generalizability of the findings beyond the specific context of this study. This constraint suggests caution in extrapolating these findings to broader student cohorts, emphasizing the need for larger-scale studies to validate the robustness and applicability of the outcomes. Second, the study’s focus solely on students from a polytechnic state university introduces a potential limitation concerning the diversity and representativeness of the participant pool. Consequently, the findings might be limited in their applicability and may not fully encompass students’ varied responses and attitudes from other educational backgrounds.

The scaffolding afforded by comics aligns with genre-based literacy perspectives, valuing instruction in textual genres and social purposes. From a practical pedagogical point of view, this paper’s results suggest the potential of comic narratives and storyboarding. Comics writing could be added to classroom activities to vibrantly aboard brainstorming, drafting and peer reviewing before dealing with higher-stakes assignments. Legitimizing alternative mediums like comics for academic writing tasks has social implications for promoting literacies in a multimedia world.

Writing comics nurtures multiliteracies aligned with participatory digital cultures by expanding traditional linguistic-centric norms. This multimodal composing can potentially increase access and representation and amplify voices across identities and cultures.

Although the paper addresses a topic that is not entirely novel in research, its originality lies in its focus on data originating from Ecuador, where specific cultural nuances and educational contexts may influence the effectiveness of using comics to enhance EFL writing skills. Thus, it fills a gap in the existing literature on this subject.

The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.

At the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.

Analyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.

Although many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.

Safety warnings remind construction workers about dangers and guide them to take necessary actions to avoid potential injuries, which could encourage their safe behavior. Workers’ behavior compliance with the safety warnings would be impacted by the risk perception levels induced by the warnings. This study aims to examine whether the design of safety warnings would impact the induced risk perception of workers

This study compared the risk perception levels of construction workers when processing two forms of safety warnings, i.e., safety signs and safety comics, which are commonly used in construction workplaces. Construction workers (n = 20) volunteered for an experiment with an implicit paradigm to probe how they perceive these safety warnings, using event-related potentials (ERPs) features collected by an electroencephalogram (EEG) sensor to indicate the risk perception level

The results demonstrated that the design of safety warnings would impact the induced risk perception. The safety signs and safety comics performed differently in inducing the workers’ risk perception. The safety signs representing prohibition and caution warnings induced significantly higher risk perception than the comics, and there were no significant differences regarding direction warnings

This is the first study to compare the risk perception levels between various forms of safety warnings presenting safety information in different ways. The findings would help to expand the knowledge of the relationship between the design of safety warnings and workers’ safety behavioral compliance

Access to media is more available now than ever before, both physically and digitally. This study was used to investigate the underlying personality traits that influence the decision to purchase either physical or digital books, and extend theory on access to art and provide a unique lens through which marketers can sell digital media.

Study 1 is a field study in which data were collected from several comic book readers and collectors to look at the role that psychological ownership plays in influencing the likelihood of buying physical or digital comics. Specifically, study 1 includes consumers' need for uniqueness and tech savviness as potential influencers. Study 2 extends the findings of study into a new context and manipulates, rather than measures, the identity of the participants. Study 2 looks at the effects of turning a digital object into a non-fungible token (NFT).

This paper demonstrates that consumers who have a high consumer need for uniqueness (CNFU) are more likely to prefer physical media to digital media. Further, it is shown that preference for physical media leads, on average, to more purchases and that the consumer's psychological ownership mediates the effects of CNFU. In addition, this paper shows that higher degrees of tech savviness led to a preference for digital media. Finally, this paper shows that when consumers identify with a collector identity, turning a digital item into an NFT increases their preference for that object.

This work builds off recent research into physical and digital media and is one of the first to examine the specific personality types that prefer each.

The purpose of this article is to garner insight into positive introversion, meaning experiences of introverted behaviour that may be perceived as positive and perform positive functions in one’s life. The subject is Mark Weeks, whose primary research has been in cultural studies and philosophy, particularly focusing on laughter and humour, during a career spent mostly at Nagoya University in Japan.

This case study uses positive autoethnography, a methodology that was co-conceived by Weeks. It includes a 10-question interview.

The authors learn how Weeks has positively embraced his introversion to negotiate challenges in his life, fostering resilience, gratitude and joyful experience. In the process, Weeks foregrounds the importance of solitary laughter and humour in his existential journey.

Introversion is often depicted negatively in the literature. Yet, much introversion is and can be developed as, positive.

The narrative shared here is one of trials, exploration and discovery, offering practical insight for introverts and those interested in understanding introverted behaviour in general.

Positively embracing aspects of introversion can be an important step for introverts in finding a healthy and enjoyable balance between the social and the solitary. Indeed, the same may apply to extraverts who fear being alone. Greater social recognition of valuable experiences within solitude could help to produce more tolerant and adaptable societies.

To the best of the authors’ knowledge, this is an original article, narrated by a contributor to the development of positive autoethnography. It focuses on areas of personal experience that are often marginalized and poorly understood, including positive potentials of introversion and of solitary laughter.

This paper brings attention to the role of hybrid middle managers. In particular it explores the relationship of organisational purpose and role requirements.

The primary research question for the original research was: What does it mean to hybrid managers to lead and deal with imposed changes (restructuring) to services? A novel narrative approach based on a synthesis of Czarniawska, Gabriel and Boje was applied. Accounts from interviews were condensed into narratives by initially using the categories defined by Gabriel (2000) as epic, tragic, comic and romantic and then further categorised into stories, themes and a serial (Czarniawska, 1997). The final stage of the three-way synthesised narrative approach incorporated Boje’s (2001) notion of “antenarrative” to include pre-emplotment elements.

Four narratives are provided that give insight to the nature of the struggles the hybrid middle managers were in the midst of. A struggle to address incongruent demands being placed on them that cause tension with their sense of purpose, organisational goals and their hybrid clinical roles and management roles. In the midst of these struggles the narratives illustrate the dynamic of ethical resistance that seeks a way forward. However, this appears to come at a health and well-being cost to the middle managers.

The paper offers up the notion of an added third bind to the traditional double, that of “ethical resistance”, a struggle to align organisational purpose with clinical and management role requirements. Theorising this third bind provides a new insight into understanding the context and dynamics of the hybrid middle manager role and behaviour. Indeed, the idea of ethical resistance may cause a revision of how resistance is understood.

This paper explores the emergence of cryptocurrencies like Dogecoin and Shiba Inu in the “crypto-carnival” and their ties to the Trickster archetype. It discusses the concept of tokens and the surge of tokenization in the crypto-summer of 2020–2021. This paper explains how Shiba Inu became a purely recursive token with no external measure of value. It also explores the creation of egregores, which are created intentionally or unintentionally by groups of people who share a common belief or interest. Finally, this paper discusses how digital assets born out of a countermovement may eventually fall prey to the same system they were trying to escape from, using the carnivalesque to trigger the emergence of an egregore that brings monetary value to worthless objects.

The purpose of this paper is to review an existing graphic novel collection in the curriculum materials center of an academic library. The review would result in a clear identity for the collection and guide the creation of revised collection development, management and cataloging processes.

The physical and bibliographic identities of each individual graphic novel were reviewed and compared with collection development tools.

The review revealed a mismatch between the physical and bibliographic markers applied to some graphic novels and inconsistencies in the assignment of items based on audience and literature type. At the completion of the project, 43% of the graphic novels were reassigned based on audience, literature type or both.

There is limited research about the collection challenges and needs of graphic novels in juvenile and curriculum materials collections within academic libraries. This research details the process used to evaluate the collection and create a physical and bibliographic identity that fits the needs of the library’s users.