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What Comic Books Have to Do with Learning to Read

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What Comic Books Have to Do with Learning to Read y iterac land L Y Cort nts... SUN Prese Volume 1, Issue 1 tment Depar October 2008 A Monthly Inside this issue: Publication on Trends, Practices, and Information Within the Global Literacy 2 Literacy Community Happenings Graphic Language: What Comic Top Ten Lists 5 Books Have to do With Learning to Read and Literacy Survey 7 SUNY Cortland’s 10 Picks Candidates on 11 Education Jewish-themed 13 Graphic Novels Certification 16 Information (Used with permission of Denis Kitchen Publishing Co., LLC www.deniskitchen.com) Dear Readers, “Things need not have happened to be The proposal that Graphic Novels be the theme for the first issue of the Literacy Department true. Tales and Newsletter lead me to pay more attention to this literary form for use in classrooms than I might dreams are the have. Interestingly, I was about to read two graphic novels when the theme was announced, Will shadow-truths that Eisner’s A Contract with God and Art Spiegelman’s Maus, A Survivors Tale. will endure when Growing up, comic books were taboo in my house so I read them when visiting friends. Archie mere facts are dust and ashes, and for- and Veronica were my favorites. There was something very compelling about comics before televi- sion, computers, and video games entered people’s lives. The “comic book with a spine” (phrase got.” coined by Scott McCloud) is experiencing a rise in popularity and becoming a respectable literary genre. Art Spiegelman was awarded a Pulitzer Prize for Maus I; both his and Eisner’s texts are - Dream, A Midsum- two of the graphic novels featured in the Jewish book discussion series being held this semester mer Night's Dream at the college. (Sandman by Neil In 2007, Marketwatch.com reported that sales of graphic novels in the U.S. and Canada had Gaiman) risen from “…$75 million in 2001 to $375 million in 2007.” Major publishers have clearly been responsive to this interest in graphic novels and have targeted the classroom teacher. Just last week, a subsidiary of Simon and Shuster’s Children’s Books, Alladin Graphics announced it was putting out a line of texts that will “… incorporate both new fiction and nonfiction subjects in a compelling graphic novel format.” (continued on page 17…) October 2008 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 Golden Age of Media Speaking for Them- Teen Writing Wksp Poetry Writing Class selves: Women of Mystery Lovers BC Seward House 5 6 7 8 9 10 11 Teen Writing Wksp Poetry Writing Class 12 13 14 15 16 17 18 Blood Lines Well-Rounded Book Teen Writing Wksp Poetry Writing Class Club Educator Open House 19 20 21 22 23 24 25 Positively Poetry Teen Writing Wksp Poetry Writing Class Club! 26 27 28 29 30 31 Teen Book Discussion Teen Writing Wksp Poetry Writing Class Halloween Group Syracuse Area Local Literacy Events • October 1 - “Mystery Lovers Book Club” (10:15 AM; Manlius Library, Cortland Area Manlius, NY; 315-682-6400) Bones to Ashes by Kathy Reichs. Nail • October 1- ”Teen Writing Workshop” ( $0; 4:00 PM, Tompkins biting suspense and characters that pop off the page. Copies of this County Public Library, 101 E. Green Street, Ithaca, NY; 607-272- book are available at the circulation desk. Manlius Library Conference 2292) A safe and supportive atmosphere for creative writing and Room. Call for more information. group sharing. Call to register. • October 4 - “Speaking for Themselves: Women of Seward • October 2 - “Poetry Writing Class” (10:00 AM - 11:30 AM; Lifelong, House” (1:00 PM; Seward House, 33 South St., Auburn, NY; 315-252- 119 W. Court Street, Ithaca, NY) 1283) Explore the lives of the 19th-century Seward women through this special tour that includes excerpts from their diaries and letters. • October 12 - “Blood Lines” (1:00 PM - 2:00 PM; The Common Field/ General admission. Tour begins at 1:00 PM. Please call to register. Reuse Recycle Center, 320 Peruville Rd., Lansing, NY; 533-3553) Ticket prices: $6 Adults; $5 AAA/Seniors; $2 Students; Free Chil- Monthly local history talks at Historical sites in Tompkins County. dren under 12. Binghamton Area • October 14 - “Well-Rounded Book Club” (12:00 PM—1:00 PM; Manlius Library Conference Room, Manlius, NY) An eclectic mix of great reads! • October 1- “Golden Age of Media” (The Bundy Museum, 129 Main Book for discussion is The Long Walk: The True Story of A Trek to Street, Binghamton, NY) A comprehensive of media technology and Freedom by Slavomir Rawicz. local broadcasting artifacts. On display through December 30. • October 21 - “Positively Poetry Club!” (7:00 PM—9:00 PM; Manlius • October 16 - “Educator Open House” ($0; 3:30 PM - 5:00 PM; Library Bookmark Café, Manlius, NY) A fun group for folks who enjoy Robertson Museum and Science Center, 30 Front Street, Binghamton, reading, writing, hearing and reciting poetry of all kinds. NY; 772-0660 x-240) Administrators, teachers, student teachers and substitute teachers are welcome, certificates will be available to • October 27 - “Teen Book Discussion Group” (7:00 PM; OCPL Dewitt document attendance for in-service credit, light refreshments and Branch, Buckland Community Room; Dewitt, NY) Teens, entering 6th door prizes. Please register for this program and share great stories grade and up, are invited to join the DeWitt Community Library’s Teen with your peers. Instructor: Librarian Bill Hastings. (315)446-3578. Book Discussion Club. Page 2 Volume 1, Issue 1 Why Teach Graphic Novels? Graphic novels are experience a ren- aissance in the literature world. Although that reading graphic novels requires a Tips for Teaching they usually are not considered part of higher level of thinking to accurately Graphic Novels the accepted literary canon, they are translate all of the information held rising in popularity among students of all within them. • Always pre-read before you ages, and their teachers and parents. Graphic novels are also an untapped teach or recommend any One of the most prevalent arguments medium for learning about different cul- graphic novel! Some novels for the use of graphic novels in the tures. The more sophisticated novels use contain language and artwork classroom is the ever-increasing need to their illustrations to shine a light on that might be inappropriate teach inclusively. Struggling readers who stereotypes, and social problems. Others for your students. become frustrated with long texts can use the medium for educating in a non- • To combine your lesson with read a graphic novel version and become threatening, entertaining way. media literacy, you might want engrossed in the story. Those who would When teachers of any content area to have students look at par- argue that graphic novels do not supply a are looking for a way to teach a complex ticular frames to interpret student with the critical thinking skills or even dull concept to their students, facial expression, intent, per- that he or she would attain through graphic novels might be their answer. ception, and subtle suggestion reading plain print novels are sorely mis- There are graphic novels on every sub- techniques. taken. ject, including Math and Science. Graphic novels require much multimo- The images present in graphic novels • Study the artwork closely. dal processing capabilities on the part of also allows room for mnemonics to de- Look at color choice, shading, the reader. Not only does the dialogue velop. Students who associate an image setting, and even how the font and narration need to be absorbed and to a word, event, or concept, are more used in the print affect the analyzed for meaning and plot, but so do likely to remember it further down the story. the illustrations. Students must pay close line. attention to repeating images, facial ex- • Offer graphic novel versions The Literacy Department encourages pressions, body language, and use of set- of the literature, historical teachers to experience graphic novels on ting, color, and light. Some even argue events, or other class topics their own. They aren’t just for “nerds” being currently studied. This anymore! And who knows? Perhaps you will be a great tool for those might be inclined to include them in your students who are having trou- “While no one is expected to leap classroom libraries! ble keeping up. tall buildings in a single bound, • Have students look at social our aspiring heroes will be tested and cultural opinions through on their courage, integrity, self- comic books. Do the illustra- tions follow a stereotype? sacrifice, compassion and What about the plot? What resourcefulness - the stuff of all can you learn about a culture true superheroes.” through a graphic novel? - Stan Lee, creator of X-Men • Emphasize the power of im- agery. Discuss how the art- and Spiderman work helps tell the story. Look at visual symbolism, themes, and motifs. Page 3 Volume 1, Issue 1 Students Find Graphic Novels to be Page-Turners Educators Differ on Value of Popular Comic-Style Books By Sherry Parmet hubbub of literary activity. UNION-TRIBUNE STAFF WRITER "You've got to cater to what they want," she said. "They're not May 30, 2004 going to read as much if you only have things they don't like. If www.signonsandiego.com they're supposed to be reading a classic in class and they don't get it, then we have it in a comic form that will help them understand it." Andrew Oliver Literature? insists he loathes The books' popularity has been fueled by a new type of graphic reading, yet the novel called manga, which are Japanese comics. Among them are eighth-grader has Dragon Ball, Marmalade Boy, and more than 600 new manga titles last forsaken lunch year.
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