Graphic Novels Reading Lists - 2016 Update | Association for Library Service to Children (ALSC)
These Graphic Novel Reading Lists are available for students Kindergarten to 2nd grade, 3rd to 5th grade and 6th to 8th grade. PDFs of the book lists are available online in full color and black and white and are free to download, copy and distribute. Libraries are able to customize the booklist with their own information, hours, and list of programs before printing and distributing. Graphic novel here is defined as a full-length story told in paneled, sequential, graphic format. To keep the list manageable in size, only the first title in a series is included with a notation that there are others. Color K - 2nd grade 3rd - 5th grade 6th - 8th grade Grayscale K- 2nd grade
Feature: Graphic Novels in High School Libraries |
In researching other online platforms advocating for the usage of graphic novels in the classroom as a contemporary, relevant genre of literature, I stumbled across this great roundtable discussion, facilitated by Josh Hogan on Graphic Novel Reporter, with three high school librarians from various states across the U.S. It’s well worth your read, so take a look at what the participants have to say about the popularity of graphic novels in their respective schools, how they’ve incorporated these visual books into their collections, and the reactions they’ve received from the public concerning their decisions here, or, check out my favorite moments from the aforementioned conversation below! If you like what you read, be sure to look into the site’s other roundtable discussions regarding graphic novels for more up-to-date commentaries. “Students were surprised how much they enjoyed reading a graphic novel. Initially, some balked at reading a ‘comic book.’ -Elizabeth Like this:
Discovering the Depth in Graphic Novels
In spite of their reputation for simplicity, graphic novels can display a surprising level of depth. This sense of depth can come through in a variety of ways—from the language to the interplay of words and images to the themes that can be explored in visual texts. And like novels, graphic novels employ a range of literary conventions, so they’re ripe for classroom discussion. Teachers may feel graphic novels are too simple because the pictures do some of the work that words have to do in novels, but those pictures have their own particular grammar and conventions, a point Scott McCloud makes in his graphic novel about graphic novels, Understanding Comics: The Invisible Art. Those conventions provide plenty of scope for learning and analysis. As a young reader, I was enthralled with comic books and graphic novels, and they were the center of my most engaged reading life. As a doctoral student in literacy, I’ve had more time to reflect on comics and graphic novels. American Born Chinese
Guided Reading Prompts and Questions to Improve Comprehension
Each year my class has students reading all along the continuum, from developing to fluent to proficient, which means I'm sometime juggling up to six guided reading and skill groups. With each group, I have found using prompts or targeted questions has helped bolster comprehension for developing readers while deepening understanding of text for those who are able to read fluently at a higher level. This week, I'm happy to share the resources I've created to keep my most effective prompts and questions that I use with fictional text right at my fingertips. Prompt Booklet Prompts are wonderful tools to have when you are helping individual students make their way through a text or to check on how well the members of your small group are understanding the text. I normally use prompts that promote and reinforce the comprehension strategies we teach and model in reader's workshop mini-lessons. Self-monitoringMaking PredictionsInferringUnderstanding Author's PurposeSummarizing
Trending: Let’s Celebrate Comics!
Did you know that today is National Comic Book Day? To celebrate, we are sharing a contribution by Michael Cavna of the Washington Post to the September–October issue of LCM, the Library of Congress magazine. The entire issue, available here, showcases the Library’s collection of some 140,000 comic books. Self-portrait by Michael Cavna for the Library of Congress, 2017. She had come because of a comic book. A young woman attended a comics-convention panel I moderated several years ago to listen in person to Rep. Lewis had just published “March: Book One,” the first in an illustrated trilogy about how nonviolent protest was used to combat segregation in America. On this day, the woman came to the microphone and asked: “As a person in a same-sex relationship, should I move to D.C. so I can get married legally, or stay in Virginia and challenge the law?” “You must fight!” The room went silent, in awe of his resonant moral clarity. Consider the social commentary of Richard F.
The Graphic Novel: A Visual Literacy Tool for Educating Students
When novels burst onto the literary scene in the 18th century with Daniel Defoe’s Robinson Crusoe, they presented something truly new: the idea that a common person and his pursuits could matter. This concept shattered the notion that books needed to focus on high-minded ideals and individuals of high social value. Nearly a quarter of the way into the 21st century, teachers and students find themselves in a familiar place with a new type of book, the graphic novel. Teachers and students alike often ask if graphic novels have a place in the classroom. Let’s examine their many benefits and how they can be used in your classroom. Defining the graphic novel Since graphic novels look similar in layout to comic books, those new to the genre may confuse the two. Benefits of the graphic novel While preschool and elementary teachers have long used illustrated texts with their students, the idea of bringing graphic novels into the upper grades gives educators pause. Building graphic novel knowledge
Reading Strategies for Elementary Students
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Teaching With Graphic Novels
Illustration by Gareth Hinds On March 14, 2013, teachers in the Chicago Public Schools were told, without explanation, to remove all copies of Marjane Satrapi’s graphic novel Persepolis (Pantheon, 2003) from their classrooms. A day later, facing protests from students and anti-censorship organizations, Chicago Public Schools CEO Barbara Byrd-Bennett explained the move. The “powerful images of torture” on a single page of the book made it unsuitable for seventh graders and required the district to give teachers in grades eight through 10 special professional development classes before they could teach it. This is the paradox of graphic novels: The visual element that gives them their power can also make them vulnerable to challenges. At the same time, graphic novels are increasingly used in the classroom. From challenged material to classroom curricula “Prose books and comics are challenged for the same reasons,” Brownstein says. Graphic novels as teaching tools Effective communication
