Expert Voices: Reading comics and graphic novels

Book chapter


Baker, A. 2019. Expert Voices: Reading comics and graphic novels. in: Exploring Children's Literature: Reading for Knowledge, Understanding and Pleasure SAGE Publications. pp. 221-222
AuthorsBaker, A.
Book titleExploring Children's Literature: Reading for Knowledge, Understanding and Pleasure
Page range221-222
Year2019
PublisherSAGE Publications
Publication dates
PrintJun 2019
Publication process dates
Deposited12 Sep 2019
Edition4
ISBN9781526439482
9781526439475
Web address (URL)https://uk.sagepub.com/en-gb/eur/exploring-childrens-literature/book259720
Additional information

Baker, A. 'Expert Voices: Reading comics and graphic novels' is part of the book chapter 'Illustrated Fiction, Comics and Graphic Novels' in Gamble, N (2019) Exploring Children's Literature: Reading for Knowledge, Understanding and Pleasure.

Permalink -

https://repository.uel.ac.uk/item/87066

  • 6
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Related outputs

Curiouser and Curiouser: What Happens After the Return from Wonderland?
Baker, A. 2018. Curiouser and Curiouser: What Happens After the Return from Wonderland? Fantastika Journal. 2 (1), pp. 141-143.
“A Story about Stories”: Narratives in The Amazing Maurice and his Educated Rodents
Baker, A. 2016. “A Story about Stories”: Narratives in The Amazing Maurice and his Educated Rodents. in: Rana, Marion (ed.) Terry Pratchett’s Narrative Worlds: From Giant Turtles to Small Gods Palgrave Macmillan.
Misty Comic: A Celebration
Baker, A. 2016. Misty Comic: A Celebration. in: Katz, C. Rachel and Makepeace, Christine (ed.) Women in Horror Annual WHA.
Developing trainee teachers’ understanding of representations of diversity in children’s picture books: did initial teacher training learning impact on Newly Qualified Teachers’ practice?
Baker, A. 2014. Developing trainee teachers’ understanding of representations of diversity in children’s picture books: did initial teacher training learning impact on Newly Qualified Teachers’ practice? Research in Teacher Education. 4 (2), pp. 22-24.