Speech Chapter 1 Homework The Space They Inhabit Papers Essentially The

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USING L

LET’S COMMUNICATE

IN THE

CLASSROOM

Let’s Communicate offers instructors several pedagogical resources that can help promote an effective

learning environment in the classroom—including critical-thinking discussion questions, suggestions

for classroom activities, and the application of skills component. A special feature of this book is the

Theoretical Foundation

Let’s Communicate sets itself apart from other communication textbooks by including illustrations that

provide pedagogical content. Research has shown that illustrations enhance student learning and

improve content retention. Because students need to draw connections between the text and images,

they continuously process the information, which helps them to recall more information. The

illustrations in each chapter offer another pedagogical tool to add to your instructor repertoire.

These illustrations were created with the audience in mind, relate to current events and trends, and

are easy to understand. Some incorporate humor.

The Instructor’s Manual offers several ideas on how you might incorporate the illustrations in your

classes. By understanding the theoretical foundations of this medium, you will feel better prepared

to facilitate activities and discussions in your own course.

Educational psychologists Russell N. Carney and Joel R. Levin (2002) examine several pedagogical

functions for illustrations in the classroom:

• Representational: Illustrations provide content in graphic form.

• Organizational: Illustrations provide the framework for understanding the content housed in the

text.

illustrations, classroom discussions become easier to facilitate, something that is not as easy to

do with the use of traditional photos.

When we think of illustrations as “comics,” we might focus solely on the entertainment aspect of

the drawing. However, Daniel Clowes takes the dissection of comics a bit further in his graphic

• The “in-between” mindset as presented by Clowes provides students with an opportunity to

become spectators while playing out the story in their own minds. This constant exterior and

interior processing of information results in better comprehension.

• The illustrations found in Let’s Communicate provide real-world scenarios in which students can

place themselves to learn and apply effective communication strategies.

cartoons provides a unique learning opportunity.

• Because illustrations are missing many details, readers fill the empty spaces with their own

experiences. Because viewers inhabit the space created by the cartoon, they can become more

aware of self and their identity. The space they inhabit on papers is essentially the same place

they inhabit in real life, so they can practice communication strategies in the hypothetical

the speaker. There is a negotiation of sorts in the connection between the speaker and audience to

achieve a connection.

This concept of negotiated identity can be derived from the research of Burke and McCloud. The

give and take component of speaker and audience also can be seen in comics. The reader constantly

negotiates the images with reality to achieve that connection. Just as the audience member can never

become the speaker in a public speaking setting, a reader of a comic book never actually becomes

the cartoon.

• Negotiated identity is an important construct to understand when applying illustrations as a

pedagogical tool. Much like when public speaking occurs, illustrations allow viewers to

experience a sense of connection while simultaneously maintaining a sense of themselves.

Having an understanding of the theoretical frameworks of using illustrations in the classroom is

beneficial to you as an instructor. You now have a grasp of how the learning process takes place and

how information is presented. Let’s Communicate offers relatable material to keep students interested.

Keeping them engaged in their learning comes from the proper facilitation of activities and class

discussion. The Instructor’s Manual offers activities and talking points as they relate to the illustrations.

You also should incorporate some classroom-appropriate personal experiences as they relate to the

illustrations. Offering such experiences helps students to realize you are human and gives them

another story to attach to a visual, thus making material easier to retain and recall.

References

Carney, R. N., & Levin, J.R. (2002). Pictorial illustrations still improve students’ learning from text.

Educational Psychology Review, 14 (1), 5–26.

Clowes, D. (2005). Ice Haven. New York: Pantheon.

McCloud, S. (1994). Understanding Comics: The Invisible Art. New York: William Morrow.

Apply Your Skills Activities

As you and your students review the textbook, you will see many illustrations that enhance course

concepts. Students tend to skim over additional text boxes and to focus on bold words, but they will

take special note of the illustrations if you take special note of them. As an instructor, you can

develop and facilitate meaningful discussions using these illustrations. All of the illustrations were

• Small group discussions: Have students form groups of four or five and respond to the prompts

provided. Have them record their responses and submit them for participation points.

• Role playing: Depending on the illustration, you can have students partner with another person or

form small groups of four or five. Use the text in the thought bubbles within the illustrations to

facilitate a role-playing activity.

• Students become the teachers: Preview the illustrations for each chapter, and have students form