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Graphic Novels in My Classroom?

Graphic Novels in My Classroom?. Larry Bedenbaugh UCF College of Education 8 th Annual Literacy Symposium. Food for Thought.

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Graphic Novels in My Classroom?

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  1. Graphic Novels in My Classroom? Larry Bedenbaugh UCF College of Education 8th Annual Literacy Symposium

  2. Food for Thought “My father used to try and help me, and I got to loving to read, because he allowed me to read comics, which most people said you shouldn't let your child read because they will spoil him. But that gave me an extraordinary hunger for reading.” ~ Bishop Desmond Tutu Nobel Prize Winner

  3. Food for Thought “On the basis of my personal experience and the research available, I would go so far as to say if you have a child who is struggling with reading, connect him or her with comics. If an interest appears, feed it with more comics.” ~ Jim Trelease Author and Educator

  4. Food for Thought “As one of only five art forms native to America: the banjo, jazz, musical comedy, the mystery novel, and the humble comic book, comic books deserve their place in our history, our culture, and our society." ~ David Jay Gabriel, President New York City Comic Book Museum

  5. Food for Thought “The great sorrow of my life is never having done comics.” ~ Pablo Picasso

  6. Food for Thought "Graphic novels are terrific in that they have a good story but they have pictures and images that teens can relate to and enjoy. So you get the combination of the words and the images that help pick up on the power of images in teens' lives." ~ Maurice Freedman, President American Library Association

  7. Urban Legends of Graphic Novels • Nudity • Sex and innuendo • Excessive violence • Sexist • Inappropriate language • Crude humor • Frivolous entertainment • Short on redeeming social, educational, or moral value • Typically written at a fourth to sixth grade reading level • Hinders literacy development Adult

  8. What Does the Research Say? In 1981, Lee Dorrell and Ed Carroll performed a study in which the mere presence of comic books in a collection increased library use 82%, with a 30% increase in the circulation of non-comic book material. Middle

  9. What Does the Research Say? In a study of "rare words per 1000," D. P. Hayes & M. G. Ahrens (1988) showed that the oral language of college graduates as the low—17.3 rare words per 1000, and the abstracts of scientific articles as the high—128 rare words per 1000 and comic books introduced more new words than did adult books (53.5 vs. 52.7). High

  10. What Does the Research Say? A 1992 study of more than 200,000 students from 32 countries revealed that Finland, the nation with the highest proportion of comic book reading students (nearly 60%), also had the highest literacy rate (99%), as well as the highest library usage. Elementary

  11. What Does the Research Say? Stephen Krashen reported (1993) that research showed graphic novels are linguistically appropriate and bear no negative impact on language acquisition, and, in fact, light reading (e.g., graphic novels) positively correlated with achievement. Middle

  12. What Does the Research Say? In a 1993 study in the Journal of Child Language, researchers concluded that the average comic book introduced kids to twice as many words as the average children’s book, and five times as many words as they were likely to be exposed to in the average child-adult conversation. Middle

  13. What Does the Research Say? M. R. Lavin (1998) suggested that reading graphic novels may require more complex cognitive skills than the reading of text alone. High

  14. What Does the Research Say? Sherry Kerr and T. H. Culhane (2000) concluded that children who grow up with comic books often seem to have a better vocabulary and understanding of how to use verb tenses than those who, all other things being equal, do not read comics. Middle

  15. What Does the Research Say? M. W. Smith and J. D Wilhelm (2002) reported that boys in particular gravitated toward reading materials that were highly visual. Middle

  16. What Does the Research Say? Tabitha Simmons (2003) reported that in a graphic novel, readers must not only decode the words and the illustrations, but must also identify events between the visual sequences. Elementary

  17. What Does the Research Say? Robyn Hill (2004) concluded that reading comic books may help to (among others): • develop an increased interest in reading • develop language skills and a rich and varied vocabulary • foster interest in a variety of literary genres Teachers

  18. What Do Librarians Say? Steve Weiner, a Massachusetts librarian, saw his circulation jump 42% the first year he added superhero comics to his collection. Middle/High

  19. What Do Librarians Say? Sharon Richert said her Florida high school library Fiction section doubled in circulation and in one fifteen day span circulated almost 1,000 graphic novels.

  20. What Do Librarians Say? Francisca Goldsmith, the Collection Management and Promotion Librarian at Berkeley Public Library, said, “Some reluctant readers will gladly pick up a graphic novel over a typical novel and since the illustrations support the text, graphic novels also help encourage literacy.” Middle

  21. What Do Librarians Say? Middle school librarians, Larry Dorrell and Ed Carroll, noted at the conclusion of a study in Missouri that, “Library traffic experienced an immediate and lasting change after the introduction of comic books into the school library.“ Middle

  22. What Do Librarians Say? Allyson A. W. Lyga, a Maryland elementary media specialist said, “Since I started stocking our school library with graphic novels six years ago, I’ve discovered that kids love them. Our collection, for students in kindergarten through fifth grade, now has around 125 graphic novels, and they’re by far our most heavily circulated items.” Elementary

  23. The Appeal of Graphic Novels • Motivating • Visual • Permanent • Intermediary • Popular High

  24. Curricula Focus Cultural Issues • The Four Immigrants Manga • Henry (Yoshitaka) Kiyama, 1999 Middle/High

  25. Curricula Focus Cultural Issues • Still I Rise • Roland Owen Laird, Taneshia Nash Laird, & Elihu Bey, 1997 Middle

  26. Curricula Focus Cultural Issues • 2024 • Ted Rall, 2001 High

  27. Curricula Focus Cultural Issues • Stuck Rubber Baby • Howard Cruse, 1995 High

  28. Curricula Focus Social Studies • Fax from Sarajevo • Joe Kubert, 1998 High

  29. Curricula Focus Social Studies • Palestine • Joe Sacco, 2002 Middle/High

  30. Curricula Focus Social Studies • To Afghanistan and Back: A Graphic Travelogue • Ted Rall, 2002 High

  31. Curricula Focus Social Studies • Persepolis: The Story of a Childhood • Persepolis 2: The Story of a Return • Marjane Satrapi, 2003, 2004 Middle

  32. Curricula Focus Social Studies • A Jew In Communist Prague: Loss of Innocence • A Jew In Communist Prague: Adolescence • A Jew In Communist Prague: Rebellion • Vittorio Giardino, 1997, 1998 High

  33. Curricula Focus History • 9-11: September 11, 2001 (Stories to Remember, Vol. 1) • 9-11: September 11, 2001 (Stories to Remember, Vol. 2) Middle/High

  34. Curricula Focus History • The Cartoon History of the Universe I, Volumes 1-7 • The Cartoon History of the Universe II, Volumes 8-13 • The Cartoon History of the Universe III: Volumes 14-19 • Cartoon History of the United States • Larry Gonick, 1997, 1994, 2002 Middle

  35. Curricula Focus History • 300 • Frank Miller & Lynn Varley, 1999 Middle

  36. Curricula Focus History • Age of Bronze Volume 1: A Thousand Ships • Age of Bronze Volume 2: Sacrifice • Eric Shanower, 2001, 2005 Middle/High

  37. Curricula Focus History • The Complete Maus • Maus I – A Survivor’s Tale/ My Father Bleeds History • Maus II - A Survivor’s Tale/ And Here My Troubles Began • Art Spiegelman, 1996 Middle/High

  38. Curricula Focus History • Ethel and Ernest: A True Story • Raymond Briggs, 1999 Middle/High

  39. Curricula Focus History • King (The Complete Edition) • Ho Che Anderson, 2005 High

  40. Curricula Focus Social Issues • I Think I Was An Alcoholic… • John Callahan, 1993 High

  41. Curricula Focus Social Issues • Our Cancer Year • Harvey Pekar, Joyce Brabner, & Frank Stack, 1994 High

  42. Curricula Focus Social Issues • The Tale of One Bad Rat • Brian Talbot, 1995 Middle/High

  43. Curricula Focus Social Issues • The Amazing “True” Story of a Teenage Single Mom • Katherine Arnoldi, 1998 High

  44. Curricula Focus Social Issues • Pedro and Me: Friendship, Loss, and What I Learned • Judd Winick, 2000 High

  45. Graphic Novels Help Students: • Develop an increased interest in reading • Increase literacy in the broad sense of the word • Develop language skills and a rich and varied vocabulary • Foster interest in a variety of literary genres • Foster interest in a broad range of topics Elementary

  46. Graphic Novels Help Students: • Stimulate a creative imagination • Develop an appreciation of art • Develop the ability to discuss and critique art and writing • Increase understanding of how meaning is found in visual phenomena • Enhance understanding of popular culture and other media Middle/High

  47. Questions To AskBefore Purchasing a Graphic Novel: • Is the book physically well produced and attractive? • Is the storyline coherent, imaginative, interesting and well written? • Is the language accessible and appropriate? Middle/High

  48. Questions To AskBefore Purchasing a Graphic Novel: • Does the cover illustration do justice to the material inside? • Are the words and pictures interdependent? • Does the book treat race, gender, and social class positively? Middle

  49. Questions To AskBefore Purchasing a Graphic Novel: • Is violence part of the nature of the story or is it gratuitous? • Is the text legible or is it obscures by illustrative matter, making it difficult to read? Middle/High

  50. Questions To AskBefore Purchasing a Graphic Novel: • Do the illustrations provide a subtle commentary on the printed word and move the story forward? • Are the illustrations of high standard, both artistically and technically? Middle

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