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--- connors_sean_p [2023/03/06 22:37]
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 writing—they are capable of engaging with graphic novels in ways that readers who lack experience with the
 form, or who question its literary merit, are not.
+Actual readers might be thought to adopt the role of
+the implied reader when they possess the background
+knowledge—factual, cultural, and literary—needed to in-
+teract with the repertoire on which a text draws. It is
+also worth noting that the notion of an implied reader
+reflects social constructivist theories of reading insofar
+as it assumes that literary conventions are constructed.
+Recognizing this, it is possible to conclude that readers
+adopt the role of the implied reader when they accept
+an “author’s invitation to read in a particularly socially
+constituted way that is shared by the author and his or her
+expected readers” (Rabinowitz 1987, 22, my emphasis). (34)
+The concept of the implied reader—that is, of a figure
+that possesses the literary, artistic, factual, and cultural
+knowledge needed to transact with graphic novels—is
+helpful in this regard. It belies the idea that there is lit-
+tle skill or knowledge involved in reading images, and
+it challenges teachers and students alike to ask what
+graphic novels require them to know as readers. As
+teacher educators, we ought to create opportunities for
+pre-service teachers to ask—and answer—questions of
+this sort, as doing so will prepare them to reflect criti-
+cally on the role images play in the host of multimodal
+texts they and their students interact with outside of
+school. (37)

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