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Framing Education
Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make mea...
Graphic Novels and Comics in Libraries and Archives
To say that graphic novels, comics, and other forms of sequential art have become a major part of popular culture and academia would be a vast understatement. Now an established component of library and archive collections across the globe, graphic novels are proving to be one of the last kinds of print publications actually gaining in popularity. Full of practical advice and innovative ideas for librarians, educators, and archivists, this book provides a wide-reaching look at how graphic novels and comics can be used to their full advantage in educational settings. Topics include the historically tenuous relationship between comics and librarians; the aesthetic value of sequential art; the use of graphic novels in library outreach services; collection evaluations for both American and Canadian libraries; cataloging tips and tricks; and the swiftly growing realm of webcomics.
The Vocabulary Book
This text presents a comprehensive plan for vocabulary instruction from kindergarten through high school— one broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between. Written by one of the top experts in the field, this practical book presents a research-based program with plenty of classroom examples and strategies that teachers can use. The comprehensive plan includes four parts: rich and varied language experiences, teaching individual words, teaching word learning strategies, and fostering word consciousness.
Graphic Novels and Multimodal Literacy
Graphic novels are fiction or nonfiction books presented in comic book format that require multimodal literacy for understanding. To determine how students make meaning of and respond to a graphic novel, 23 twelfth grade students in a political science class read American Born Chinese twice. This study employed qualitative methods based on reader-response theory. Types of data collected included oral and written responses of students, student reading questionnaires, teacher and student interviews, observations as recorded in researcher field notes, and student created comics. Responses were coded through a process of reduction and interpretation. Results indicated that reading a graphic novel was a new experience for the majority of participants and they enjoyed the book. With the introduction of comics conventions and further development of multimodal literacy skills, students acquired new knowledge on a second reading of the book. Evidence from this study supports the benefits of teaching comics conventions and reading graphic novels as part of the curriculum to improve multimodal literacy skills.
Report of the Secretary of The Senate From October 1, 2006 to March 31, 2007, Part 1, 110-1 Senate Document 110-2
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