The Role of Critical Thinking in Reader Perceptions of Leadership in Comic Books
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Authors
Krusemark, Renee
Issue Date
2014-04-07
Volume
Issue
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
This study qualitatively explored how readers use critical thinking to perceive leadership in The Walking Dead comic books. Sixty-nine participants gave responses regarding their thoughts about leadership in the comic via an online survey. A majority of the participants indicated a wide range of values for comics as a learning experience, regardless of education level or education and/or experience with comics studies. The most frequently mentioned value was the ability of comics to interact with teaching life lessons. Most participants perceived leadership in the comic books as an individual who protects others and makes decisions. After completing the online survey, 22 participants gave acceptable and relevant responses about their perceptions of leadership and how they form these perceptions. Information was collected through email interviewing. The study concluded that individuals did not have a process for perceiving leadership, but the central theme in identifying a leader was to simply determine who is leading, which participants defined as the individual who (a) makes decisions, (b) is imperfect/fallible, (c) takes control, and (c) protects others. Participants indicated that these perceptions were influenced by (a) the visual and verbal comics delivery, (b) the storytelling, noncomics specific, (c) personal education and experiences, and (d) real life decisions and comparisons. Critical thinking dispositions were demonstrated in the participants’ perceptions of leadership, regardless of education and experience with comics, leadership, or critical thinking. The findings suggest comics can be used in the classroom to engage critical thinking when perceiving leadership.
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Citation
Publisher
Creighton University
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Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.