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Using Comics and Graphic Novels in the Classroom (The Council Chronicle, Sept. 05)

Using Comics and Graphic Novels in the Classroom (The Council Chronicle, Sept. 05)
While Americans tend to view comics as “fodder for children,” people in Europe and Japan have a more positive view of the medium, explains John Lowe, who is chair of the Sequential Art Department at the Savannah College of Art and Design in Georgia. Lowe thinks comics deserve more credit, especially since they launched his interest in literature. “I started reading comics, and then I got into other types of fiction and literature. Now he works with students who are interested in cartoons, graphic novels, and manga—Japanese comics and graphic novels—which Lowe notes are especially popular among female students. Storytelling is the program’s primary focus because this skill prepares students to work in any genre, Lowe explains. Bridging Literacies Other educators also see the educational potential of comics and graphic novels. Comics and graphic novels can be used as a “point of reference” to bridge what students already know with what they have yet to learn, Xu says. Sharon F. Related:  COLLECTION: Graphic Novels and Manga

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

2000-10 Graphic novels | Lambiek Comics History Stripgeschiedenis Wanneer we stellen dat de strip in de jaren zestig volwassen is geworden - met de "onpekking" van sex, drugs & rock 'n' roll als thema's - dan kunnen we zeggen dat vanaf de millenium-wisseling het medium de wilde haren van de twintiger verloren heeft en de wat bezadigder levensfase is ingegaan van de dertiger en veertiger. De thema's die werden aangeboord zijn van beschouwelijker aard, en lopen uiteen van autobiografie tot literatuur. De term die hierbij hoort is de Graphic Novel - een benaming die er vooral op gericht is het grote publiek te doordringen van het feit dat strips niet langer alleen voor kinderen zijn. Een definitie die wel gehanteerd wordt luidt: "Een graphic novel is een gelaagd verhaal, verpakt in dwingende beelden." Uitleg over graphic novels door Erik Kriek, in een brochure van uitgeverij Oog en Blik/De Bezige Bij. De laatste jaren (vanaf ongeveer 2000) wordt de term ook meer en meer gebezigd in de Nederlandse stripwereld. Iris, door Thé Tjong Khing

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.

Diamond Bookshelf | Graphic Novel News, Reviews and Resources for Educators and Librarians - Teaching Nonfiction Graphic Novels in English Language Arts and Social Studies Dr. Katie Monnin, an assistant professor of literacy at the University of North Florida and author of upcoming book Teaching Graphic Novels: Practical Strategies for the Secondary ELA Classroom from Maupin House, highlights how teachers can start to use different types of nonfiction graphic novels in English Language Arts and Social Studies classrooms. Over the years, I have heard many teachers ask it. Nonfiction graphic novels, which have been on the rise with young adults for over eight years, can be used in both the English Language Arts (ELA) classroom and the Social Studies (SS) classroom. In ELA, the nonfiction graphic novel relates best to the standard for teaching nonfiction/informational texts. Let’s start with a discussion of the two types of nonfiction graphic novels (See Figure 1). Figure 1: Two types of nonfiction graphic novels. To better understand the difference between the two types of nonfiction, we can look at an example of each type. C.M. Final Thoughts

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