“The language and architecture of comic books: A critical literacy primer” presented by Mike Phoenix 12th Annual Educating for Change Conference – February 4, 2017

Selected Bibliography Albert, P. (2009). Reading students’ visual texts created in English language arts classrooms. Language Arts Journal of Michigan, 25(1), 6-16. Bunch, G. (2010). Preparing mainstream secondary content-area teachers to facilitate English language learners’ development of academic language. National Society for the Study of Education, 109(2), 351–383. Carter, J. (2008). Comics, the canon, and the classroom. In N. Frey & D. Fisher (Eds.), Teaching visual literacy (pp. 47-60). Thousand Oaks, CA: Corwin Press. Cohn, N. (2013). The visual language of comics: Introduction to the structure and cognition of sequential images. London: Bloomsbury. Couperie, P., Horn, M., Destefanis P., Francois, E., Moliterni C. & Gassiot-Talbot, G. (1968). A History of the Comic Strip. Hennessy, E. (Trans.). New York, NY: Crown Publishers. Dallacqua, A. K. (2012). Exploring literary devices in graphic novels. Language Arts, 89(6), 365-378. Duin, S. & Richardson, M. (1998). Comics between the panels. Milwaukie, OR: Dark Horse Comics, Inc. Dyson, A. (1986). Transitions and tensions: Interrelationships between the drawing, talking, and dictating of young children. Research in the Teaching of English, 20 (4) 379-409. Eisner, W. (1985/2008). Comics and sequential art. New York, NY: Norton. (Original work published 1985) Frayer, D., Fredrick, W. & Klausmeier, H. (1969). A schema for testing the level of concept mastery. Working paper from the Wisconsin Research and Development Center for Cognitive Learning, The University of Wisconsin, April 1969, No. 16. Gee, J. (2004). Situated language & learning: A critique of traditional schooling. New York: Routledge. ______. (2014). An introduction to discourse analysis: Theory and method. (4th Ed.) New York: Routledge. Gerber, E. & Gerber, M. (1990). The photo-journal guide to comic books. Minen, NV: Gerber Publishing CO., Inc. Groensteen, T. (1999/2007). The system of comics. (Trans. Beaty, B. & Nguyen, N.) Jackson, MS: The University of Mississippi Press. Hajdu, D. (2008). The ten-cent plague: The great comic-book scare and how it changed America. New York, NY: Farrar, Straus and Giroux. Halliday, M. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold. Howe, S. (2012). Marvel Comics: The untold story. New York, NY: Harper Collins. Hatfield, C. (1999). Thoughts on Understanding Comics. The Comics Journal, 211, 87-91. ______. (2005). Alternative comics: An emerging literature. Jackson, MS: University of Mississippi Press. Hendricks, C. (2013). Improving schools through action research: A reflective practice approach. Boston, MA: Pearson Education, Inc. Jones, G. (2004). Men of tomorrow: Geeks, gangsters and the birth of the comic book. New York: NY: Basic Books. Kannenberg, G. (2015). Comics machine #1 accessed at http://comicsmachine.bigcartel.com/product/comics-machine-1 Kress, G. & van Leeuwen, T. (2006). Reading images: The grammar of visual design. London: Routledge. Lewis, C. & Fabos, B. (2005). Instant messaging, literacies and social identities. Reading Research Quarterly, 40(4), 470-501. Lewis, J., Aydin, A. & Powell, N. (2013). March: Book one. Marietta, GA. Top Shelf Productions. ______. (2015). March: Book two. Marietta, GA. Top Shelf Productions. ______. (2016). March: Book three. Marietta, GA. Top Shelf Productions. Maresca, P. (Ed.). (2005). Little Nemo in Slumberland. Palo Alto, CA: Sunday Press Books. Marzano, R. (2004). Building background knowledge for academic achievement. Alexandria, VA: Association for Supervision and Curriculum Development. McCloud, S. (1993). Understanding comics: The invisible art. New York, NY: Harper. New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92. North, S. (1940). A national disgrace. Childhood Education, 17(2), 56. Norton, B. (2003). The motivating power of comic books: Insights from Archie comic readers. Reading Teacher, 57 (2), 140-147. Pantaleo, S. (2013). Paneling “matters” in elementary students’ graphic narratives. Literacy Research and Instruction, 52(2), 150-171. doi: 10.1080/19388071.2012.754973 Pavio, A. (1986) Mental representations. New York, NY: Oxford University Press. Peters, C. (1975). The effect of systematic restructuring of material upon the comprehension process. Reading Research Quarterly, 11(1), 87-111. Perry, G. & Aldridge, A. (1967). The Penguin book of comics. Harmondsworth, Middlesex, Great Britain: Penguin Books Ltd. Postema, B. (2014). Narrative structure in comics: Making sense of fragments. New York: Rochester Institute of Technology. Phoenix, M. (2013). Comics’ second city: The gateway history of the American comic book. St. Louis, MO: Author/Amazon. ______. (2014). Comics and graphic novels in the classroom: A review of scholarship in the field, The Missouri Reader, 38(2), 36-46. Rogers, R. & Wetzel, M. (2014). Designing critical literacy education through critical discourse analysis: Pedagogical and research tools for teacher researchers. New York: Routledge. Rosenblatt, L. (1978). The Reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press. Runton, A. (2004). Owly. Marietta, GA: Top Shelf Productions. Satrapi, M. (2003). Persepolis: The story of a childhood. New York, NY. Pantheon. ______. (2004). Persepolis 2: The story of a return. New York, NY. Pantheon. Short, K., Kauffman, G. & Kahn, L. (2000). “I just need to draw”: Responding to literature across multiple sign systems. The Reading Teacher, 54 (2), 160–171. Siegel, M. (1995). The power of words: The generative power of transmediation for learning. Canadian Journal of Education, 20(4) 455-475. Sipe, L. & Brightman, A. (2009). Young children’s interpretations of page breaks in contemporary picture storybooks. Journal of Literacy Research, 41, 68-103. Song, S. & Kellogg, D. (2011). Word meaning as a palimpsest: A defense of sociocultural theory. The Modern Language Journal, 95(iv) 589-604. DOI: 10.1111/j.1540-4781.2011.01236. Suhor, C. (1984). Towards a semiotics-based curriculum. Journal of Curriculum Studies, 16, 247-257. Spiegelman, A. (1986). Maus: A survivor’s tale: I: My father bleeds history. New York, NY: Pantheon. ______. (1991). Maus: A survivor’s tale: II: And here my troubles began. New York, NY: Pantheon. Tan, S. (2006). The arrival. London: Hodder and Stoughton. Thompson, C. (2003). Blankets. Marietta, GA. Top Shelf Productions. Versaci, R. (2008). Literary literacy and the role of the comic book. In N. Frey & D. Fisher (Eds.), Teaching visual literacy (pp. 91- 111). Thousand Oaks, CA: Corwin Press. Vygotsky, L. (1986/1934). Thought and language. Cambridge, MA: MIT Press. Wertham, F. (1954). Seduction of the innocent. New York, NY: Rinehart. Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press. White, T. (1970). The spawn of M.C. Gaines. In D. Lupoff, D. & D. Thompson (Eds.), All in color for a dime. (pp. 18-39) New York, NY: Ace Books. Yang, C. (2006). American born Chinese. New York, NY: First Second. Yannicopoulou, A. (2004). Visual aspects of written texts: Preschoolers view comics. L1-Educational Studies in Language and Literature, 4(2-3), 169-181. Ynostroza, R. (1978, June). The colorful world of World Color Press. Graphic Arts Monthly, 56-58.