Fostering Dialogic Meaning‐Making With Graphic Critical Literature Circles

This qualitative study examines how undergraduate readers used graphic literature circle roles to discuss graphic narratives in three university courses in the U.S. West, South, and Midwest. Extending recent scholarship on traditional, critical, and graphic literature circles, authors customized literature circle roles to support critical readings and dialogic meaning‐making of graphic narratives. Data analysis revealed how participants interpreted medium‐specific rhetoric to engage in broader sociopolitical discourse. Implications call for enacting graphic critical literature circles to foster dialogic meaning‐making during literary discussion of graphic narratives.