Are comics Thrice damned Complexity Meaning Defining legitimate text Academic libraries Locke Simon Fantastically Reasonable Ambivalence in the Representation of Science and Technology in Superhero Comics ID: 503145
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Slide1
Debased Text vs. Multi-modal Text
Are comics “Thrice damned”?*
Complexity**
Meaning***
Defining legitimate text****
Academic libraries*****
*
Locke, Simon. “Fantastically Reasonable: Ambivalence in the Representation of Science and Technology in Super-hero Comics.”
Public Understanding of Science
14.1 (2005): 25–46
.
**
Serafini
, Frank. “Expanding Perspectives for Comprehending Visual Images in Multimodal Texts.”
Journal of Adolescent & Adult Literacy
54.5 (2011): 342–350.
***
Jacobs, Dale. “More Than Words: Comics as a Means of Teaching Multiple Literacies.”
The English Journal
96.3 (2007): 19–25.
****
Botzakis
,
Stergios
. “Adult Fans of Comic Books: What They Get Out of Reading.”
Journal of Adolescent & Adult Literacy
53.1 (2009): 50–59
.
*****
Toren
, Beth Jane. “Bam!
Pow
! Graphic Novels Fight Stereotypes in Academic Libraries: Supporting, Collecting, Promoting.”
Technical Services Quarterly
28.1 (2010): 55–69.Slide2
UTILITY
Practical Application
As an Instructional Tool…
Attitudinal and Technical Instruction as per EisnerSlide3
Attitudinal and Technical InstructionSlide4
Technical InstructionSlide5
UTILITY
Practical Application
As an Instructional Tool…
Attitudinal and Technical Instruction as per Eisner
A means of communicating with students challenged by traditional texts*
*Gretchen Schwarz, “Expanding Literacies through Graphic Novels,”
The English Journal
95.6 (2006): 58-64.Slide6Slide7
UTILITY
Practical Application
As an Instructional Tool…
Attitudinal and Technical Instruction as per Eisner
A means of communicating with students challenged by traditional texts*
A way to shake up the learning experience and go beyond traditional prose**
*Gretchen Schwarz, “Expanding
Literacies
through Graphic Novels,”
The English Journal
95.6 (2006): 58-64.
**Downey
, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,”
Reference & User Services Quarterly
49.2 (2009): 181-188
.Slide8
UTILITY
Practical Application
As an Instructional Tool…
Attitudinal and Technical Instruction as per
Eisner
A means of communicating with students challenged by traditional texts*
A way to shake up the learning experience and go beyond traditional prose**
Add vibrancy to the classroom
*Gretchen Schwarz, “Expanding
Literacies
through Graphic Novels,”
The English Journal
95.6 (2006): 58-64.
**Downey
, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,”
Reference & User Services Quarterly
49.2 (2009): 181-188
.Slide9
UTILITY
Practical Application
As an Instructional Tool…
Attitudinal and Technical Instruction as per Eisner
A means of communicating with students challenged by traditional texts*
A way to shake up the learning experience and go beyond traditional prose**
Add vibrancy to the classroom
Engages the student in an era of distraction***
*Gretchen Schwarz, “Expanding
Literacies
through Graphic Novels,”
The English Journal
95.6 (2006): 58-64.
**Downey
, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,”
Reference & User Services Quarterly
49.2 (2009): 181-188
.
***Jeremy Short and Terrie Reeves. “The Graphic Novel: A ‘Cool’ Format for Communicating to Generation Y,”
Business Communications Quarterly 72.4 (2009): 414-430.Slide10
UTILITY
Practical Application
As an Instructional Tool…
Attitudinal and Technical Instruction as per Eisner
A means of communicating with students challenged by traditional texts*
A way to shake up the learning experience and go beyond traditional prose**
Add vibrancy to the classroom
Engages the student in an era of distraction***
Reveals the evolutionary nature of modern media
*Gretchen Schwarz, “Expanding
Literacies
through Graphic Novels,”
The English Journal
95.6 (2006): 58-64.
**Downey
, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,”
Reference & User Services Quarterly
49.2 (2009): 181-188
.
***Jeremy Short and Terrie Reeves. “The Graphic Novel: A ‘Cool’ Format for Communicating to Generation Y,”
Business Communications Quarterly
72.4 (2009): 414-430.Slide11
UTILITY
Practical Application
As an Instructional Tool…
Attitudinal and Technical Instruction as per Eisner
A means of communicating with students challenged by traditional texts*
A way to shake up the learning experience and go beyond traditional prose**
Add vibrancy to the classroom
Engages the student in an era of distraction***
Reveals the evolutionary nature of modern media
Text + illustration =
?
Advantages
over text
alone****
Memory
Sense of Authority
Pace
Emotion
Accessibility
Attraction
*Schwarz,
Gretchen. “Expanding Literacies through Graphic Novels,”
The English Journal
95.6 (2006): 58-64.
**Downey
, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,”
Reference & User Services Quarterly
49.2 (2009): 181-188
.
***Short, Jeremy and Terrie Reeves. “The Graphic Novel: A ‘Cool’ Format for Communicating to Generation Y,”
Business Communications Quarterly
72.4 (2009): 414-430.
****
S. W. Smith. “
Academaesthetics
: How the
Essay
and
Comic
can
Save Each Other.”
Text
,
11.2 (2007):
1–55.Slide12
UTILITY
Practical Application
As an Instructional Tool…
Non-majors and “weaker”
students*
Comics as
outsiders**
Participatory***
Preference****
Humor*****
Promotion/Advocacy
*
Hosler
, J, and K. B. Boomer. “Are
Comic Books
an
Effective Way
to
Engage
Nonmajors
in
Learning
and
Appreciating Science
?”
CBE
Life Sciences Education
10.3 (2011): 309–317
.
**Duffy, Damian. “Out of the Margins ... into the Panels: Toward a Theory of Comics as a Medium of Critical Pedagogy in Library Instruction.”
Critical Library Instruction: Theories and Methods
. Ed. Maria T.
Accardi
, Emily
Drabinski
, & Alana
Kumbier
. Duluth, MN: Library Juice Press, 2010. 199–219
.
***Smith. (2007).
****Webb, E. N. et al. “Wham!
Pow
! Comics as User Assistance.”
Journal of Usability Studies
7.3 (2012):
105–117.
*****
Kennepohl
,
Dietmar
, and Herbert W.
Roesky
. “Drawing Attention with Chemistry Cartoons.”
Journal of Chemical Education
85.10 (2008):
1355–1360.Slide13
UTILITY
Practical Application
As an Instructional Tool…
Story/Narrative
Modeling
Situational
Dispels Stereotypes
Motivation
Multiple Voices
Fictionalizing to provide
context*
Retention and
recall**
Coming to terms with
our
own
illiteracy***
*
Tabachnick
, Stephen E. “A Comic - Book World.”
World Literature Today
81.2 (2007): 24–28.
**
Negrete
,
Aquiles
, and Cecilia
Lartigue
. “Learning from Education to Communicate Science as a Good Story.”
Endeavour
28.3 (2004):
120–124.
*** Smith (2007).Slide14
Use of Comics in the College Classroom
Teacher Education*
Management and Business Ethics**Sociology***
History****
Science*****
*
Herbst, Patricio et al. “Using Comics-based Representations of Teaching, and Technology, to Bring Practice to Teacher Education Courses.”
ZDM
43.1 (2010):
91–103.
**Short (2009
) and
Gerde
, Virginia W., and R. Spencer Foster. “X-Men ethics: Using
Comic Books
to
Teach Business Ethics
.” Journal of Business Ethics
77.3 (2008): 245–258.***Hall, Kelley J., and Betsy Lucal. “Tapping into Parallel Universes: Using Superhero Comic Books in Sociology Courses.”
Teaching Sociology 27.1 (1999): 60–66.****Decker, Alicia C., and Mauricio Castro. “Teaching
History
with
Comic Books
: A
Case Study
of
Violence
,
War
, and the
Graphic Novel
.”
History Teacher
45.2 (2012): 169–188
.
*****
Hosler
(2011) and
Tatalovic
, M. “Science Comics as Tools for Science Education and Communication: A Brief, Exploratory Study.”
SISSA
8.4 (2009): 1–17.Slide15
Student-Produced Comics
Student-created comics can impel students to use the following strategies*
Decide important points
Relate ideas to their own lives
Summarize
Fill in points not explicitly made
Make inferencesAsk questions*
Engler
, Steve, Christopher Hoskins, and Sylvan Payne. “Computer-produced Comics as a Means of
Summarising
Academic Readings in EAP Programs.”
International Journal of Pedagogies and Learning
4.4 (2008): 19–33.Slide16
Student-Produced Comics
Back to the
Narrative – looking at the research process through comics*
Student need to be heard
A way to reflect
Critical thinking and questioning assumptions
Framing themselves as charactersThe drama and conflict of researchAttempt to validate student experience
*Adapted from
Detmering
R., and Johnson A.M. “‘Research
Papers
have
Always Seemed
V
ery
D
aunting
’: Information Literacy Narratives and the Student Research Experience.”
Portal 12.1 (2012): 5–22.Slide17
Student-Produced Comics
Comic Life -
http://comiclife.com/
ComicBook
! – find it in
iTunesPixton
– www.pixton.com Design Comics - http://www.designcomics.org/ Slide18
New Directions
Student buy-in?
Full-length textbookImplementation of student-produced comicsSlide19Slide20
AND they’re enjoyable as literature in their own right!
E
very artistic or literary medium has its masterpieces…works deserving of attention and study.
Entertainment and education, one and the same!
Graphic literature IS literature.Slide21
Recommended Reading
atomicrayguncomics@gmail.com
http://www.cmichaelhall.com
Abraham,
Linus
. “Effectiveness of Cartoons as a Uniquely Visual Medium for Orienting Social Issues.”
Journalism & Communication Monographs
11.2 (2009): 120.
Downey, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,”
Reference & User Services Quarterly
49.2 (2009): 181-188.
Eisner, Will.
Comics & Sequential Art
. Tamarac, FL: Poorhouse Press, 1985.
---.
Graphic Storytelling & Visual Narrative. Tamarac, FL: Poorhouse Press, 1996.
Hall, Mike and Matt Upson. Library of the Living Dead: Your Guide to Miller Library at McPherson College. McPherson, KS: Atomic
Raygun
Comics, 2011.
McCloud, Scott.
Understanding Comics: The Invisible Art
. New York: HarperCollins, 1994.
---.
Making Comics
. New York: HarperCollins, 2006.
McLuhan, Marshall. “Classroom Without Walls.”
Explorations in Communication: An Anthology
Eds. Edmund Carpenter and Marshall McLuhan. Boston: Beacon Press, 3.
O’English
, Lorena, J. Gregory Matthews, and Elizabeth
Blakesley
Lindsay. “Graphic Novels in Academic Libraries: From
Maus
to Manga and Beyond.”
The Journal of Academic Librarianship
32.2 (2006): 173-182.
Schwarz, Gretchen. “Chapter 4: Graphic Novels—New Sites of Possibility in the Secondary Curriculum.”
Curriculum and Teaching Dialogue
12.1 (2009): 53-65.
---. “Expanding
Literacies
through Graphic Novels,”
The English Journal
95.6 (2006): 58-64.
---. “Media Literacy, Graphic Novels and Social Issues.”
Simile
7.4 (2007), Special Section: 1-11.
Short, Jeremy and Terrie Reeves. “The Graphic Novel: A ‘Cool’ Format for Communicating to Generation Y.”
Business Communications Quarterly
72.4 (2009): 414-430.