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Graphic Novels at Home Literature for the Digital Age Rose Hagar NJCH Adolescent and YA Literature Summer 2011

Graphic novels at home

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NJCH Project Summer 2011

Text of Graphic novels at home

  • 1.Literature for the Digital Age Rose Hagar NJCH Adolescent and YA Literature Summer 2011

2. Comic Book A traditional, staple-bound,serialized pamphlet or periodical that tells astory in sequential art. 3. Graphic Novel A book length story, fictionor non-fiction, that is written and illustratedin the comic book style. 4. Anime Japanese term for animation Manga - Japanese comics in print form thattraditionally read back to front, right to left. Manga style graphic novels created outsideJapan utilizing the traditional manga styleand format. 5. Goal of both traditional novels and GNs is toconvince the reader they are not looking atwords or lines drawn by an artist, butsomething imaginatively alive. In GNs the words have to be read, but so dothe pictures. Just as a sentence creates acomplete thought, a sequence of panelscreates complete movement through timeand space.On Writing (and Reading), the Graphic Novel. Stefan Pietrucha, Knowledge Quest, 2008. 6. Plot Characters Dialog Setting Audience 7. Look at the pages you have before you. Witha partner, read the excerpt and list anyelements of literature that you see on thepages. What did you find? Do graphic novels promote literacy? 8. Linguistically appropriate Demand many of the same skills needed fortraditional stories Often contain more advanced vocabularythan traditional books at the sameage/grade/interest level Helps develop critical skills necessary to readmore challenging works 9. Require readers to be actively engaged in theprocess of decoding and comprehendingliteracy devices including- Narrative structures Metaphor and symbolism Point of view Foreshadowing Use of puns and alliteration Inference 10. Offer fast-paced action, conflict, and heroicendeavors Classic archetypes such as the reluctant hero, the unknown destiny, and the mentor wizard 11. Meet the needs of different learning styles The visual learner will connect in a way that theycannot with a text-only book Flexible enough that the same title will appeal tothe advanced reader and the reluctant reader 12. Require readers to be active participants inthe reading process. Use their imagination to fill in the blanksbetween the panels or the gutter. What happened in the gutter? Develop visual literacy The ability to recognize and understand ideas conveyed through visual (still or animated) imagery. 13. Look at these pages from The Arrival.Discuss what you see with your partner. Howcould you use this with your children? 14. Develop strong language arts skills Reading comprehension Vocabulary development Ensure that kids continue to read for fun outsidethe classroom. Bridge for transitioning from picture books totext-only books Stimulate young readers to branch out andexplore other genres 15. Excellent for ELLs and students who readbelow grade level because the simplesentences and visual cues allow the reader tocomprehend most of the story. Address important developmental assets andsocial issues.Michelle Gorman. Getting Graphic: Comics for Kids. 2008 16. Non-Fiction 17. Because they are literature! Because the are fun!! The family can readthem together. If reading one graphic novel gets a your childto read, then just imagine where they will gofrom there! 18. Alverman, D.E. & McLean, C. The Nature of Literacies. Secondary School Literacy: WhatResearach Reveals for Classroom Practice. Eds. A. Berger, J. Eakle & L. Rush. Urbana, IL: NationalCouncil of Teachers of English, 2007. 1-20. Appleman, D. Reading with Adolescents. Adolescent Literacy: Turning Promise into Practice. Eds.K. Beers, R. Probst, and L. Reif. Portsmouth: Heineman, 2007. 143-147. Chun, C. Critical Literacies and Graphic Novels for English-Language Learners: Teaching Maus.Journal of Adolescent & Adult Literacy. 53.2, 2009. 144-153. Crawford, P. & Weiner, S. Using Graphic Novels with Children and Teens: A Guide for Teachers andLibrarians. New York: Scholastic, 1996-2011. Dresang, E.T. Radical Change: Books for Youth in a Digital Age. New York: H.W. Wilson, 1999. Gorman, M. Getting Graphic! Comics for Kids. Columbus: Linworth Publishing, 2008. McLean, C. Adolescent and Young Adult Literature. PowerPoint Presentation. Richard StocktonCollege. New Jersey Council for the Humanities. Pomona, NJ. 31 July 2011. McLean, C. Hidden Curriculum: Authenticity, the Canon and Multicultural Literature.PowerPoint Presentation. Richard Stockton College. New Jersey Council for the Humanities.Pomona, NJ. 1 August 2011. Petrucha, S. On Writing (And Reading), the Graphic Novel. Knowledge Quest: Journal of theAmerican Association of School Librarians. 36.3, 2008. 60-63.Using Comics and Graphic Novels in the Classroom (The Council Chronicle, Sept. 05). NationalCouncil of Teachers of English. http://www.ncte.org/magazine/archives/122031. Accessed8/5/2011. Yang, Greg. Graphic Novels in the Classroom. Language Arts. 85.3, 2008. 185-192.