y iterac land L Y Cort nts... SUN Prese 1, Issue 1 tment Depar

October 2008

A Monthly Inside this issue: Publication on Trends, Practices, and Information Within the Global 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

Certification 16

Information

(Used with permission of 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 and ’s , A Survivors Tale. will endure when Growing up, comic 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 before televi- sion, computers, and video games entered people’s lives. The “comic 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 for Maus I; both his and Eisner’s texts are - , 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. ( 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 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 , 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 , 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 Café, Manlius, NY) A fun group for folks who enjoy Robertson Museum and Science Center, 30 Front Street, Binghamton, , 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- ! 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 ! 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?

- , 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. The books often are read from right to left, like books in Japa- outdoors with his nese. pals for increas- Comics historically have attracted a mostly male readership, but ingly frequent vis- the manga industry has lured legions of girls. its to the Mar Hazel Cruz, a ninth-grader at Bell Junior High School in San Vista Middle Diego's Bay Terraces neighborhood, said many of the manga books School library. relate to real life. "Reading is, like, "There are stories about how some people get involved with suicide boring," he said. and stuff like that," she said. "I read one about a girl who saw an- Once inside, other girl at school cutting her wrist." (continued on page 12) Andrew flips through books rich in epic adventures Used with permission of Denis Kitchen Publish- and X-Men, death

ing Co., LLC www.deniskitchen.com and love. He has discovered graphic Using Comics to Motivate novels, which are a modern version of Readers -- Free the classic comic book. A flood of graphic novels has made its way into public schools as a Day way to lure reluctant student readers and boost . The April 7, 2008 newer comics are a departure from comics of the past: They're longer Syracuse, NY and, in many cases, literary enough to win the attention of notable book critics. The genre, which boasts its own section in Barnes & Noble, can Free Comic Book Day – May 3, 2008 be both educational and entertaining and includes works with such The definition of literacy used in the 2003 National Assessment of mature themes as , Sept. 11 terrorist attacks and post- Adult Literacy focuses on using printed and written information. In today’s revolutionary Iran. world, however, people access information in many more ways—computers "People's first reaction is, 'Oh my God, you have comic books in high and video screens, podcasts, and photos and pictures. And under the the- school libraries? Let's get real,'" said Christine VanderWeit, a librarian ory of “multiple intelligences,” people have different learning styles—some at Oceanside High School. "But if this is the way to get reluctant read- auditory, some kinesthetic, others visual. Comic books have been used as educational tools since the 1930s, espe- ers to read because of the format, then that's a good thing." cially with pre-teen and teenaged boys. Now there’s a growing number of

advocates for using comics and graphic novels -—book-length comics -— to Some critics say the novels are rubbish and have no engage and motivate adults learning basic literacy and English as a second place in schools. language. However, many educators say the books build vocabulary and make A study by the University at Buffalo found the average American comic school libraries less intimidating. And for struggling teenage readers, book reader is 25 years old. “Comics spark interest and encourage reading they offer a cooler alternative to kiddie books. and can be a powerful tool for reaching visual learners.”(1) Another case study states: “readers credit comic books with providing them with the The millennium-age comics still contain short bursts of text, often linguistic basis for reading more difficult text.”(2) inserted in word balloons and always accompanied by cartoon drawings, Adult literacy practitioners who haven’t thought of using comics and but the story lines are often more sophisticated, the artwork more graphic novels might consider doing so on May 3rd. Declared Free Comic advanced. Book Day, thousands of comic book retailers around the world will give out Alison Steinberg, a library media teacher at Mar Vista, near Impe- free comic books that day. (continued on page 13) rial Beach, said that since she sunk $1,000 into a graphic novel collec- tion and added bean bag chairs, her circulation has jumped 50 percent. Her library has been transformed from a warehouse of books to a

Page 4 Volume 1, Issue 1 Top Ten Graphic Novels of 2008

By Olson, Ray (for www..com; March 15, 2008) These graphic novels have been chosen to represent the “new blood” of the graphic novel form released within the last year. “Booklist’s 10 best-reviewed graphic novels of the past 12 months constitute proof positive that the comics medium can handle virtually any kind of fictional and factual content. As they used to say in the comic books, ’nuff sed!” (booklist.com)

Alias the Cat! By Ghost Stories: Essex County, v.2. By . . Lemire handles line and space, and transitions between present and Waldo, the evil past, so lyrically and powerfully that this story of two hockey-playing blue cat that stalks brothers with differing talents and passions for the game is one of the Deitch’s oeuvre, great graphic novels. hovers in the wings The Magical Life of Long Tack Sam. By Ann Marie Fleming. in this ludicrous and sinister hard- Born in a Chinese village, Fleming’s great-grandfather was a world-class boiled-sleuther magician who called places on four continents home during his 70 years. parody involving Fleming brilliantly illuminates how dramatically international politics such Deitchian affected his life. obsessions as silent My Life in a Jugular Vein: Three More Years of Snakepit Com- movies, carnivals, ics. By Ben Snakepit. collecting, and In musician-artist-slacker Snakepit’s diary comics, the monotony of little people. daily life ultimately seems to be driven by a transcendental mantra: Alice in Sunder- Enjoy the good times; don’t dwell on the bad; live in the moment. Used with permission of Denis Kitchen Publish- land. By Bryan Super Spy. By Matt Kindt. ing Co., LLC www.deniskitchen.com Talbot. Foiling the German atomic bomb project is the eventually revealed From the stage of motor of this grimly atmospheric, elliptical, strategically colored espio- a theater in a city nage epic that rivals the power of the most complex and serious spy Lewis Carroll favored, Talbot launches this mind-boggling, full-color, novels and films. multimedia literary-historical extravaganza that he calls, a la Humpty Dumpty of Looking-Glass Land, “a portmanteau comic.” Superman: All Star 1. By Grant Morrison and Frank Quitely. The Fun Never Stops! By Drew Friedman. Doing DC’s flagship character their way, writer Morrison substitutes knowing intelligence for earlier comics naïveté, and Quitely plays the This of 1990s and later work demonstrates that, though he perfect comic-book artist: subtle or cartoonish as the moment de- has abandoned the stippling of his classic 1980s stuff, Friedman re- mands, adroit with the action. (continued on page 6) mains the finest, most excruciatingly mordant, somehow most humane caricaturist going. rmains the finest, most excruciatingly mordant, some- how most humane caricaturist going.

Houdini: The Hand- Top Ten Youth Graphic Novels cuff King. By Jason Lutes. Illus. by Nick of 2008 Bertozzi. Gr. 6–9. By Zvirin, Stephanie Clean, straightforward storytelling and crisp The Arrival. By Shaun Tan. Illus. by the author. Gr. 6–12. black-and-white art characterize this Surreal, amazingly detailed sepia-tone images in panels and double- stunning thumbnail page spreads burst with strong visual metaphors that speak to both profile of the proud, the personal and universal immigrant experience—without using a obsessed, and fasci- single word. nating showman The Castaways. By Rob Vollmar. Illus. by Pablo G. Callejo. Gr. 6–9. King Lear. By Gareth Vollmar’s heart-tugging, powerfully visualized view of the Depression Hinds. Illus by the unfolds through the eyes of a 13-year-old white boy, who finds a author. Gr. 7–10. friend and mentor in an old black tramp. Using ink drawings Good as Lily. By Kim Derek Kirk. Illus. by Jesse Hamm. Gr. 10–12. washed in watercolor, Used with permission of Denis Kitchen Pub- Hinds gives Shake- Successfully tackling a tough task with precision, Kirk and Hamm lishing Co., LLC www.deniskitchen.com depict Korean American Grace as a child, a teen, and an elderly woman—at speare’s tragedy an the same time. otherworldly aspect that reflects the (continued on page 6) Page 5 Volume 1, Issue 1 Top Ten Graphic Novels of Top Ten Teen Graphic 2008 (cont’d) Novels of 2008

Thunderhead Underground Falls. By Joel Orff. Beowulf. By Gareth Hinds. Illus. by the author. A young man and woman, who met after he had enlisted, spend the win- Warrior vs. monster: kickin’ it old school. A 2008 Best Book for Young ter holidays together where they live (looks like Duluth) before he goes Adults. off to basic training—an elemental story that Orff’s largely wordless, expressionist artistry makes classic. Malcolm X: A Graphic Biography. By Andrew Helfer. Illus. by Randy DuBurke. With the Light: Raising an Autistic Child 1. By Keiko Tobe. Tr. by Satsuki Yamashita. The life and times of Malcolm X. A 2008 Best Book for Young Adults. Adopting a first-time mother’s perspective, Tobe visually as well as The Saga of the Bloody Benders. By . Illus. by the author. verbally presents the realities of an autistic child’s earliest years—and The family that slays together stays together. demonstrates the graphic novel accommodating the most intimately The Wall: Growing Up behind the Iron Curtain. By Peter Sís. Illus. by consequential kind of nonfictional topic. the author. When your hairstyle, music, and art are regulated, how do you find your voice? The 2008 Sibert Award winner, a 2008 Caldecott Honor Book, a 2008 Notable Children’s Book, a 2008 Best Book for Young Adults, and a Booklist Top of the List winner for youth nonfiction. Elk’s Run. By Joshua Hale Fialkov. Illus. by Noel Tuazon and Scott Keating. Four teens are forced to break away when tragedy turns a paradise into a prison. King of Thorn. By Yuji Iwahara. Illus. by the author. Top Ten Youth Graphic Novels Awakening to a dangerous new world, can seven strangers escape their doom when danger lurks around every corner? (continued from page 5) Mouse Guard: Fall 1152. By David Peterson. Illus. by the author. emotional content of the classic as well as its powerful, dramatic battle Betrayal from within threatens all of mousekind. scenes. Notes for a War Story. By Gipi. Illus. by the author. The Plain Janes . By Cecil Castellucci. Illus. by Jim Rugg. How do you build a future when the present is so uncertain? A 2008 YA novelist Castellucci calls up themes from popular teen fiction for Best Book for Young Adults. her story of four girls who shake up the complacent town where they live. Rugg’s crisp, fresh-looking art catches all the nuances. The Plain Janes. By Cecil Castellucci. Illus. by Jim Rugg. Re-Gifters. By . Illus. by Sonny Liew and Mark C. Hempel. Forced to move to the burbs, Jane starts a renegade art club. Gr. 7–9. Stuck in the Middle: 17 Comics from an Unpleasant Age. Ed. by Korean American Dixie falls hard for a handsome guy in her hapkido Ariel Schrag. illus. class, but is he the right boy for her? The power and fluidity of mar- Painfully true stories about middle school. tial-arts maneuvers and the emotional angst of a teenage crush are in perfect accord in artwork that fleshes out a resonant, well-told story. Robot Dreams. By Sara Varon. Illus. by the author. Gr. 6–12. The refreshingly quirky pairing of a dog and robot will pull readers into this nearly wordless journey, which traces the age-old cycles of friendship. Satchel Paige: Striking Out Jim Crow. By . Gr. 6–12. The excitement of the game of baseball and the racist climate of the 1940s are vividly evoked in a story of fictional ballplayer Emmett Wilson, whose encounter with Satchel Paige enables him to deal with the discrimination he faces himself. Stuck in the Middle: Seventeen Comics from an Unpleasant Age. Ed. by Ariel Schrag. Gr. 7–10. How bad was it in junior high? Seventeen contemporary com- ics artists look back at the torture, torment, and wild enthusi- All photos on this page Used with permission of Denis Kitchen asms of their teens in an anthology for readers facing adolescence as Publishing Co., LLC www.deniskitchen.com well as those already on the other side. Page 6 Volume 1, Issue 1 Literacy Survey

All too often, we as Literacy educators, impress upon our students the importance of reading and writing, and practicing these skills frequently. So we in the Literacy Department are curious — what are your literacy habits? Please print out and complete the questionnaire below and return to the Literacy Office (Van Hoesen B-139) no later than October 10, 2008. You may also Email your responses to [email protected]. The results of this anonymous survey will be published in the next issue of Liter- acy Now!

1. What have you read over the summer?

2. How much and what kind of enjoyment do you get from reading? Please explain your answer.

3. In the following statements about instructional practices associated with reading, please rate each one according to how much emphasis and value is placed on each skill or topic within your classroom. (1=no emphasis 2=little emphasis 3=moderate or some emphasis 4=a lot of emphasis 5=a tremendous amount of emphasis)

A) How much emphasis do you place on yourself to remember the 1 2 3 4 5 details of what you read? B) How much emphasis do you place on your students to remember 1 2 3 4 5 the details of what you read? C) How much emphasis do you place on yourself to assign projects 1 2 3 4 5 or reports associated with your students’ reading? D) How much emphasis do you place on your students to complete 1 2 3 4 5 assignments or reports associated with their reading? E) How much emphasis does your district use when encouraging you 1 2 3 4 5 to discuss reactions and interpretations of literature with your colleagues? F) How much emphasis does your district use when encouraging you 1 2 3 4 5 to discuss reactions and interpretations of literature with your students?

Page 7 Volume 1, Issue 1 Literacy Survey (cont’d)

4. When you consider your early reading experiences with learning to read, do you recall them as primarily positive, negative, or neutral?

5. Did your experiences with reading at home differ from your experiences at school? If so, how?

6. Were any of your teachers effective in promoting a love of reading? If so, how did they do this?

7. When you consider your college-level reading experiences, do you see them as primarily positive, negative, or neutral? Why?

Taken from and inspired by “The reading habits and literacy attitudes of inservice and prospective teachers: Results of a questionnaire survey.” by Steven Nathanson, John Pruslow, and Roberta Levitt. Found in The Journal of Teacher Education (v59 n4. Sept/Oct 2008. p. 313-321).

Page 8 Volume 1, Issue 1 Who Watches the Watchmen? By Keirin Lazauskas

Once the spine is cracked, there is little doubt as to Watchmen is a must-read for anyone who fancies why ’s masterpiece, Watchmen, deserves all of the themselves either a literature or comic enthusiast. For teach- accolades it has collected since its first publication as a series ers, it would be worth using in small sections for character beginning in 1986. Coining the term, “graphic novel,” Watchmen study, media literacy, and a variety of other critical thinking won a Hugo Award and to this day it has been the only graphic and comprehension skill acquirement that students may need novel to be honored in such a manner. Additionally, Watchmen to become adept with. Be careful, though, as Watchmen is has been the only graphic novel to be listed as Time Magazine’s generally for more mature readers. There is obvious use of Top 100 English Language Novels of all time, an annual list that offensive language and sexual situations, as well as extreme has existed since the publication’s violence. As always, you should preview this novel before rec- incipiency in 1923. ommending it to students or using it in any lessons. While “Unlike many comic Watchmen’s genius is a re- these qualities may be off-putting to some, the classic nature books featuring the sult of the hauntingly psychological of this monumental piece of art is overwhelmingly stunning and ideal human, plot and characters created with worth experiencing. Watchmen’s human qualities that make us all re- It is also worth noting that in March 2009 Warner characters are evaluate our own sanity. Moore’s writ- Bros. will be releasing an epic Watchmen film to theaters. Ac- complex, and many ing, as readers had experienced in his cording to many of the novel’s biggest fans (including Kevin times disturbing.” previous works (V for Vendetta, Smith of Clerks fame) have had nothing but excited outbursts Swamp Thing), uses style and vocabu- of praise for it, citing it as an accurate reproduction of the lary that is painstakingly thought-out, comic, as true to the original work as a film could get. The film putting words together like pieces of a jigsaw puzzle. There is trailer can be viewed at www.watchmenmovie.com. only one piece that will fit into any particular place on the board; the key is to find which piece is the right one. In conjunction with Alan Moore’s artistic choice of phrase is David Gibbons’ skillful ways with color, shade, shadow, and line. As the illustrator, Gibbons creates the mood of each individual frame, and allows the reader to connect visually with the torment of the characters that are dealt with in the twelve chapters of the novel as a whole. What gives Watchmen its place upon the literary pedestal of history, even more than interesting word choice and beautiful storyboard art, is how real the world seems in which the characters live. An alternate reality, 1985 brings the U.S. to a point where it is close to a second Cold War and inevitable nuclear war with Russia. Our heroes do not possess any special powers like Superman or the X-Men, but are “regular” human beings (save one). They are mortal; many have day jobs and families. But they all saw injustice happening in their city and decided to take matters into their own hands. It is this humanity that Moore is able to capture so well. Unlike many comic books featuring the ideal human, Watchmen’s characters are complex, and many times disturb- ing. Moore allows us to experience and observe the psyche of our heroes, to see what made them the way they were. He The characters of Alan Moore’s Watchmen http://en.wikipedia.org/wiki/Watchmen forces us to question our morals and societal values as the lines between “right,” and “wrong,” “good,” and “evil,” are blurred to the point of non-existence in some cases.

Page 9 Volume 1, Issue 1 SUNY Cortland’s Top Ten!

Well, we asked for them and you gave us your picks for the graphic novels to add to your “Must Read” list! Please note that some of these may not be suitable for children to read due to violence, sexual situations, or offensive language. As always, preview any graphic novel before introducing or suggesting it to your students.

10 The series by 5 Smith uses humor and elements of high fantasy V for Vendetta by Alan Moore to create this story of a trio of cousins trying to In a post-nuclear world, V tries to dismantle the make their way home. oppressive regime that has monopolized Britain.

9

India Authentic by Deepak Chopra 4 Persepolis by Ever want a little more out of your comics? Check out this series, which examines the myths Based on the author’s life as a young girl growing and philosophies of the Indian pantheon with up in Iran during their revolution, Persepolis is beautiful artwork and lavish storytelling. striking in its simplicity, and elegant and eloquent, telling a story that will keep you hooked and break your heart.

8 3 Lone Wolf and Cub series series by One of the most renowned manga, this series A tale spun around Morpheus, the king of dreams, tells the story of a samurai who is falsely and his unique family as they affect and interact disgraced, his young son, and his desire for with mortals throughout time and space. revenge on those who sullied his name.

2 7 Watchmen by Alan Moore The Last Knight by A complex tale of the superhero psyche that will A graphic retelling of the valiant Spanish knight, blow your mind. See page 9 for more details. Don Quixote, and his loyal man at arms, Sancho Panza, by Miguel de Cerventes.

1 6 Maus by Art Speigelman This details the story of the author’s father and by his experience as a Jew in Nazi Germany. Highly Named by Time Magazine as one of the Top Ten symbolic and expertly told, the illustrations are an Graphic Novels of All Time, this is a story about integral part of the atmosphere. looking for love as a young adult in a spiritual world. Based on the author’s life.

Page 10 Volume 1, Issue 1 Who are YOU voting for?

With the presidential elections looming in the near distance, it is imperative that we all do our part and vote for the candidate who we think will stand up for the issues that are important to us. Unfortunately, the hopeful message of the nominees, who both have our country’s best interest at heart, often gets sidestepped for something a little more superficial (like celebrity status or how much one pays for a haircut).

As teachers, and students wanting to be teachers, we advocate for our communities and for the interests of our children. We set a standard, and we have the power to be that voice for so many who have lost theirs. That is why it is so important to vote in this election, so we can let our voices be heard. And if you are still unsure as to who to vote for, both of the candidates’ educational platform is outlined, in brief, below. All information has been taken from www.votegopher.com, www.johnmccain.com, and www.barackobama.com.

Funding, Testing, & NCLB

Barack Obama John McCain

McCain does not support increasing federal aid to failing schools, and he Obama's criticisms of the No Child Left Behind bill have focused on the says that parents must instead be able to take their children out of those bill's funding and its testing standards. He says that the bill "forces" schools. He would not increase federal funding for education, but would schools to meet goals "without the resources they need," and supports instead redirect existing federal education spending toward new priori- increased federal funding for public schools. ties. McCain has also argued that school principals should have control over Obama also argues that the bill forces schools to spend too much time some federal spending. preparing for standardized tests in only certain subjects. He says that McCain is a proponent of testing and accountability, and strongly supports educational excellence was being viewed as a choice between achievement statewide testing standards. Though he does not support nationwide testing in fundamental subjects and a broader education including languages and standards, he says that each state's standards should allow some comparison arts. He supports a broader range of subjects tested and a more of its results to other states. "individualized" measure of accountability, and says that this combined McCain supported the No Child Left Behind bill, and now calls it a "good with increased funding will improve schools. beginning" in need of some revision. He has not proposed specific revisions to

the bill.

Teacher Pay, Performance, and Recruitment

Barack Obama John McCain

Obama supports extra pay for teachers who perform well in the class- McCain supports higher pay for teachers, but only if teachers are more room. He has said that this support for "merit pay" would involve a broad accountable for their students' performance. He would redirect existing measure of merit that is not based on arbitrary tests. He has emphasized federal education spending to provide bonuses for teachers who perform well that he would work with teachers' unions to develop this new pay system. in the classroom, who teach in low-income areas, and who teach math and sci- He also supports extra pay for teachers who mentor younger teachers, and ence. He says that teacher performance should be measured mainly by stu- teachers who work in low-income or needy areas dents' test scores, but says that principals "may also consider other issues" For teacher recruitment, Obama would encourage more programs like like peer evaluations. Teach For America, which send recent college graduates to teach in low- McCain's education plan also emphasizes the importance of alternative income areas. He also supports creating Teacher Service Scholarships, teacher certification, and he would provide federal money to help states re- which would cover several years of education training for undergraduates cruit teachers from Teach for America and other programs. He would also and graduate students. provide bonuses to college students graduating in the top 25% of their class who choose to become teachers.

Page 11 Volume 1, Issue 1 Vouchers and Charter Schools

Barack Obama John McCain

The Obama campaign has said that the candidate's education agenda McCain has called vouchers and charter schools specifically the "keys to "does not include vouchers, in any shape or form," and that Obama has success" for better educational performance. He has argued that competition always "voiced his concern for siphoning off resources from our public will help push schools to focus on their students and spend more wisely for schools." He does support charter schools, and he has also supported pri- fear of losing the public dollars that come with more enrollees. vate or corporate investment in public schools. McCain has proposed expanding the Washington, D.C. voucher program, but he has not supported any nationwide voucher program during this campaign. He

would, however, divert hundreds of millions in current federal education spend-

ing toward increasing online schooling. McCain also supports letting tutoring programs receive federal certification rather than local certification, and he

says this would let parents have more options for tutoring programs.

College Affordability & Admissions

Barack Obama John McCain

McCain's advisers have said that the federal government plays an important Obama has proposed a new tax credit to cover the first $4000 of role in college affordability, but that federal "grants and loans should be tuition for college students each year if they complete 100 hours of public targeted towards those with genuine need." They also stressed the importance service. He has also proposed simplifying the financial aid application proc- of accountability and oversight for federal spending, saying that the govern- ess by allowing people to check off a box on their tax forms to authorize ment needs to run programs "without waste, favoritism, or loss of integrity." their tax information to be used by colleges. McCain opposes the use of race-based affirmative action in college admis- On affirmative action, Obama says he supports using race as one of sions, and his campaign says that policies that do not address specific in- many factors in college admissions. He has opposed proposals to end race- stances of discrimination "only result in more discrimination." based affirmative action, but he says such policies should be refined so that "advantaged" black children don't get more favorable treatment "than a poor white kid who has struggled more."

Platforms At-A-Glance

Barack Obama John McCain

• More funding to help schools meet testing standards. • Let parents move kids out of failing schools

• More pay for teachers who mentor and perform well. • Accountability in teacher pay: more for good performance, less for bad • Supports charter schools, but not vouchers. • Supports charter schools and vouchers • Tuition tax credit for all college students. • Target federal financial aid to needy students • Allow race-based affirmative action for college students. • Opposes race-based affirmative action for colleges

Page 12 Volume 1, Issue 1 Let’s Talk About It: Series Comes to SUNY Cortland Focus on Graphic Novels

The Memorial Library at SUNY Cortland will host a five-part reading and discussion series called "Let's Talk About It: Jewish Literature – Identity and Imagination" starting on Wednesday, Aug. 27. The monthly series will explore Jewish literature and culture through scholarly discussions of contemporary and classic books on a common theme, which is modern marvels: Jewish adventures in the graphic novel, explained the series organizer, Senior Assistant Librarian Ellen McCabe. The series is free and open to the public. The first program on Aug. 27 will explore A Contract With God: And Other Testament Stories, by Will Eisner. The series will continue as follows: The Complete Maus: A Survivor's Tale, by Art Spiegelman, on Sept. 24; Julius Knipl, Real Estate Photographer: Stories, by , on Oct. 15; The Quitter, by , on Nov. 12; and The Rabbi's Cat, by Joann Sfar, on Dec. 3. All programs will be held at 7 p.m. on Wednesdays in the first-floor Teaching Materials Center of Memorial Library, located at 81 Prospect Terrace on the campus. Books and other materials will be provided for participants. For details or to register, contact Ellen McCabe at (607) 753-4051 or [email protected]. Nicola Morris, a faculty member in SUNY Cortland's English De- partment and an associate faculty member at Goddard College, will lead a discussion of each book. Morris earned a Ph.D. in English and American literature and is the author of a book, The Golem In Jewish American Literature. She has taught courses in Global Jewish Litera- ture, Yiddish Literature, Jewish American Literature, Yiddish, He- brew and Jewish American Short Fiction. Morris has participated in the Ithaca Reader's Series. "We are delighted to have been chosen once again to host this unique series that will allow patrons a chance to discuss themes in Jewish literature with fellow community members and with the help of a well-qualified scholar," said McCabe, who serves in the library as bibliographer for the humanities, including Jewish Studies. Memorial Library is one of more than 250 libraries nationwide receiving grants to host the series developed by Nextbook and the American Library Association (ALA), she noted. Nextbook and the ALA also funded the series and local support is provided by the Friends of Memorial Library. Memorial Library houses a collection of more than 400,000 volumes, 1,200 journal subscriptions, an extensive micro-text collection and a strong collection of electronic resources. The library's collection also includes information in a variety of formats, including videotapes, compact discs and digital video recordings. Open seven days a week when classes are in session, the facility also offers late night hours providing extended periods for study and computer use.

This article was originally published on the SUNY Visit the library at Cortland web page on 8/19/08: http://library.cortland.edu/. “Memorial Library Hosting Five-Part Jewish Litera- ture Series” (http://www.cortland.edu/news/article.asp?ID=631)

Page 13 Volume 1, Issue 1

2001, according to ICv2.com, a Web site that covers pop culture … Page-Turners trade for retailers. "There are those who think it's trash," said Penny Kastanis, execu- (Continued from page 4) tive director of the California School Library Association. "And there Myriad nonfiction graphic novels have joined the medium. Joe are others who say my kids are having trouble reading. They're sec- Sacco, a -journalist, broke new ground with "Safe Area ond-language learners. They're not doing as well as they should be in Gorazde: The War in Eastern Bosnia 1992-1995." wrote reading. They pick these up and they're reading constantly.... Not "To Afghanistan and Back." There are numerous biographical works, everything a student reads has to be Steinbeck." Many educators and at least a dozen books about the Sept. 11, 2001 attacks. believe graphic novels help English learners because the text is ac- Some graphic novels have been recognized nationally as serious companied by pictures. Graphic novels also can expose the children to literature and works of art. In 1992, Art Spiegelman was awarded colloquialisms and idioms. the Pulitzer Prize for his graphic novel "Maus" about a Holocaust John McCourt, who teaches non-native English speakers at Chula survivor, which was created out of his father's experiences in a Vista High School, recently incorporated graphic novels into his les- Nazi concentration camp. sons. Many graphic novels take the form of abridged classes such as "A lot of the vocabulary is college level," he said. "A lot of the "A Tale of Two Cities." To make them more marketable to schools, words are SAT words. And it's incredible how fast these kids will some publishers package them with work sheets that include vo- read through these. They're like, 'When are you going to get new cabulary-building activities. ones, Mr. McCourt?'" Despite the metamorphosis of comic books in the past decade, However, educators caution that graphic novels must be carefully the old superhero action-adventure series still reign. Many graphic screened. Many contain explicit language, intense violence and pornog- novels are collections of previously published single super- raphy. hero issues bound into one book. Some educators say critics aren't in touch with the realities of teen- "The kids read those, and then you move them into longer things age illiteracy. On the reading portion of the National Assessment of in the same genre," Mar Vista's Steinberg said. "They become Educational Progress, 78 percent of California eighth-graders scored readers without realizing it. I can say, 'Oh, you like Spider-Man? I below proficient. Thirty-nine percent scored below basic on the na- can show you this adventure book you'll like.' Yeah, I've got to tional exam. work it, but that's my job." "We have a lot of students who are lower-level readers in San Steinberg promoted graphic novels at a recent California School Marcos, and we try to do whatever we can to get them reading," said Library Association conference. And many of her colleagues have Yael Bozzay, a librarian at San Marcos High School. "If it's graphic begun to invest in the books. novels that they're reading, then it's graphic novels that we'll get. Not everyone is a fan of dangling the comics as bait to lure new There's not a lot of words on a page, and it's one way we can pull campus library patrons and foster a love of books. them in." "I worry that schools will have lower-level classes and English Bozzay recently received an order of them, and within 45 minutes, learners reading the graphic novel of 'Frankenstein' and honors five were checked out. students reading the real thing," said Carol Jago, literacy specialist "This is my personal philosophy: We want to keep the kids coming for the National Council of Teachers of English. "We could be fur- in the library," said Linda Whinnery, a library media teacher at Bell ther increasing the gap" between high and low achievers. Junior High. "So I get things they like to read, books on how to cure She also is concerned that graphic novels are not just used by acne, magazines and also graphic novels. And I have no problem with schools as training wheels to prepare students for the classics, but comic books even if they are the more basic ones with dialogue like rather the end point in literacy. 'zap,' 'ugh' and 'pow.' At least the kids are checking out the books." "I think English teachers are all too soft-hearted," she said. Some educators buy them with their own money, knowing that "When did a biology teacher turn to his students and say, 'Oh, you during lean budget times schools are unlikely to invest in books that don't like photosynthesis? OK, let's stop doing it.' Do I care if a are so far from classics. student doesn't like 'Great Expectations' in the first 15 pages? Kaight Taylor, a librarian at Chula Vista High School, said the Our job as educators is to broaden student interests, not pander books reach students who wouldn't ordinarily visit the campus library. to them." The only drawback is theft, so Taylor keeps the books behind the

circulation desk. Combating illiteracy "Once you put them out, they're so popular they tend to develop The genre is no longer under the radar of literary circles and feet and walk out the door." mainstream America. Public libraries and bookstores are increasing their supply. Critics for The Times and Pub- lishers Weekly review them often, and library trade journals are promoting them. Graphic novels were the theme of the American Library Association's 2002 Teen Read Week. In recent years, graphic novels also have caught Hollywood's eye. Some have been made into movies such as "Road to Perdition," "The League of Extraordinary Gentlemen" and "Ghost World." And what once lured a cult following to comic book stores is today a multimillion-dollar industry. Sales of graphic novels have doubled to more than $150 million in 2003 from $75 million in

Page 14 Volume 1, Issue 1 ...Free Comic Book Day What’s Happening at the (Continued from page 4) Library? ProLiteracy affiliate Cape Fear Literacy Council partnered with a local comic book store for an event held on last year’s Free Comic Book Day. Council representatives staffed an information table at the store and received Memorial Library (SUNY Cortland)- “Let’s Talk About more than $500 from a raffle the store conducted. “It was one of the least It: Jewish Literature” Monthly, Wednesday. Contact intensive fundraisers we’ve ever done,” said Yasmin Tomkinson. “And we Ellen McCabe ([email protected]; 753-4051. raised awareness and money in a new venue.” Tomkinson said the Council was so happy with the results that staffers are working on another event with the store for this year. Cortland Free Library - Adult Book Discussion 9/17 Steven Grant found that comic books, “are useful for introducing con- “Last Child In The Woods” by Richard Louv cepts such as narrative structure and character development ... they appear to enhance the development of analytical skills and critical thought.”(3) In his book Literacy in the New Media Age, Gunther Kress says limiting adult learners to read print text only does them a disservice in today’s “communication revolution.” And author Jon Sieszka (The Stinky Cheese Man) says educators need to expand the definition of reading to include graphic novels, comic books, magazines, and audio books.”(4) Go to www.freecomicbookday.com to learn more about the May 3rd event. If you would like to partner with a comic book retailer on an event, go to the store locator to find a store near you.

1— Michael R. Lavin, Comic Books and Reading, UBlib/Buffalo.edu 2— Mathabane, M. (1986). Kaffir boy. New York: Plume 3- Steven Grant, Pow! Using Comic Books to Get Kids Reading, www.family.go The American Library Association (ALA) supports the reading of 4— Valerie Strauss, Washington Post, (3-24-08) Author Works to Prevent graphic novels through a campaign that encourages children to “Get Reading’s ‘Death Spiral’ Graphic @ your library.” Teachers and librarians may purchase post- ers, booksmarks, and other items using this graphic and other similar ones through the ALA web site: www.ala.org.

The Grandmothers Speak For Further Information…

SUNY Cortland Hosts a Screening of A Documentary-in-Progress www.ala.org OCTOBER 10, 7PM www.proliteracy.org Sperry 105, SUNY Cortland www.nifl.gov/lincs SCREENING OF THE FIRST ACT OF THE DOCUMENTARY: www.reading.org "For The Next Seven Generations, The Grandmothers Speak"

We have the unprecedented opportunity to see a full length, feature documentary film in progress. The Grandmothers will be present to do a blessing over their film.

Carole Hart, Emmy and Peabody winner, has directed this very special documentary of the Grandmothers' travels since the forming of the Council in October, 2004. Ms. Hart will speak about the process. Those attending will have a chance to pro- vide suggestions that will assist Ms. Hart in , an oppor- tunity seldom heard of. Reception will follow.

Suggested donation of $10 will be collected at the door. Photo by Marisol Villaneuva For more information, go to www.grandmotherscouncil.com

Page 15 Volume 1, Issue 1 Certification Information www.nystce.nesinc.com

Need to get certified as a literacy specialist? Here is information from the NYSED web site to help you figure out how!

Test Date Regular Regis- Late Registration Emergency Registration Period Score Report

tration Deadline Deadline (additional fee applies) Date (additional fee (unofficial applies) scores avail- able at 5:00

p.m.)

Dec. 13, Nov. 21–Dec. 5, Nov. 26 and Nov. 7, 2008 Nov. 21, 2008 Jan. 16, 2009 2008 2008 Dec. 1–5, 2008

Feb. 21, Jan. 30–Feb. Feb. 4–13, Jan. 20, 2009 Jan. 30, 2009 March 23, 2009 2009 13, 2009 2009 March 13–27, March 18–27, April 4, 2009 Feb. 27, 2009 March 13, 2009 May 4, 2009 2009 2009 June 13, May 22–June 5, May 27–June 5, May 8, 2009 May 22, 2009 July 13, 2009 2009 2009 2009

August 24, July 25, 2009 June 19, 2009 July 6, 2009 July 6–17, 2009 July 8–17, 2009 2009

Did you know that the NYSTCE web site has free .PDF files of practice questions for all the exams they administer?

Graduation Information

Looking to graduate in May 2009? The SUNY Cortland Graduate Studies web page has all the information you need to make sure all the steps are followed to participate in the ceremony. As of the date of this newsletter, this section of the web page has not been updated from last year’s commencement information, however, the checklist remains the same.

Additionally, there may be information regarding gradua- tion for you on your BannerWeb account, so make sure you check it to be sure you have all the paper work filed on time.

Graduate Studies’ Graduation web page: http://www.cortland.edu/commencement/graduate/

Page 16 Volume 1, Issue 1 BOOKS WANTED! W e are ALWAYS looking for

submissions! Moving? Down-sizing? We would love to have your books. Articles (100-500 words) Call or email Lynn Anderson at the Alternatives Library, M-F Original Art and Photography 11am-5pm: 607/255-6486 or [email protected] for drop Original Short Fiction and Poetry off or pick-up arrangements. Com ments about a Previous Newsletter

Opinion Polls

Drop your s Next Issue: ubmission by the Literacy Office oks! (Van Hoesen B-139) Banned Bo , or email [email protected]

TODAY!

(...continued from page 1) There are likely to be many graphic novels for chil- PhD: Piled Higher and Deeper by Jorge Cham dren and young adults published in the next few years. If well composed with delightful illustrations, there is a high probability that this form will entice even the most reluctant of readers. Last summer my oldest grand- child’s face lit up as he informed me that he could not put down Diary of a Wimpy Kid. He actually preferred reading both volumes of this graphic novel rather than playing video games and is eagerly awaiting the third volume. I wonder if a text with no graphics would have had the same on him, even if the text was as clever as this one. Used with the creator’s permission www.phdcomics.com As a literacy specialist and teacher, you will have the opportunity to explore the impact of graphic novels on your students. Now is a good time to think about becom- ing a teacher who is also a researcher. As you progress through the literacy program, take the opportunity to explore graphic novels and their impact on students. Look for opportunities to do research while using graphic novels with students in relation to any one or more of your courses. Most importantly, sample and enjoy this delightful genre yourself. Dr. C. (Sheila Cohen) P.S. I have finished both Maus I and A Contract with God and recommend them highly.

http://www.marketwatch.com/news/story/graphic-novels- growing-popularity/story.aspx?guid=%7BCE704902-AE55-402F- 91B4-943605446A58%7D Cartoon by Gary Varvel, reproduced on www.slate.com

Special thanks to Denis Kitchen and Denis Kitchen Publications LLC for permission to use his beautiful vintage photo- graphs! If you would like to purchase the postcard set which features this issue’s photos (plus many more we could not fit!), please go to www.deniskitchen.com!