A Web 2.0 Service for Teen Fans of Graphic Novels Using Social Media to Create Community and Encourage Reading among Teen Fans of Graphic Novels Submitted to Professor Dean Giustini for LIBR559M on August 19, 2010 By Jack Chang, Mary Jane Kearns-Padgett, Nancy Little, Emily Singley, Maria Tan
Aim to create community and encourage reading using social media
Scenario Teens in a high school are reading below grade levels. The school library proposes to set up a graphic novels reading club.
Assumptions Students’ reading levels and habits are known; <50% read for pleasure, <10% read more than three books/month, 75% enjoy graphic novels; certain social media tools are more popular than others among teens.
3. Social media and literacy (reading/writing) among teens
In 2005, >50% of teens were creating content using social media (Lehart and Madden, 2005).
Incentives for teens to write: topics relevant to their interests; opportunities to write creatively; interesting school material; having an audience.
Librarians can leverage SNS to to “revitalize readers’ advisory for teens” (Beaman, 2006, p.32).
Author blogs can help teen readers feel their favourite authors are a little closer to them, and spark their interest to read new books (Dessen, in Beaman, 2006, p. 31).
Social media helps teens to improve their literacy levels while empowering them to create publishable content (Peowski,2010).
Background - rationale cont’d
Goal: To create and maintain social spaces where students can participate in activities related to reading graphic novels. Objectives: To achieve high participation levels in the graphic novel club, especially of underachieving readers. To have increased reading engagement and enjoyment among students involved in the club. To raise reading test scores to grade level or above for students involved in the club. Goals and Objectives
Students will be encouraged to come to the library and use the library computers working in pairs on either of the following programs with the aim of producing projects which could ultimately be published to the graphic novels’ reading club link on the school library’s web site.
Voicethreads -- this program allows the voices of the entire group’s commentary to be put on a single page by microphone, text, webcam, etc. An example of an activity might be having group members comment on why they would or would not recommend a specific graphic novel.
Comic Lab is a multilingual environment for creating interactive multimedia stories. Users can click and drag to create a graphic comic and add hyperlink and sounds. Teens could be encouraged to create their own characters and adventures for graphic novels.
Posters will announce the formation of the club at the start of the school year.
First face-to-face meeting will be the second week of school.
Election of officers will take place at the 2nd meeting.
Monthly special events.
At the end of the school year the club will decide if they want to continue over the summer.
A survey will be conducted at the beginning of the 2nd school year.
The club will follow the same schedule of meetings the 2nd year.
A survey will be conducted at the end of the 2nd year.
An annual report prepared for the school’s administration. This report would provide the opportunity for reflection, feedback, and re-assessment of the project’s goals, social media tools used and activities. Survey results and statistics on the number of students participating in the club, number of books read, and reading scores will be included in the annual report. Deliverables
The aim of this paper was to present a Library 2.O Web Service using social media tools as part of a graphic novel reading club in a high school library.
The proposed program was designed with the primary purpose of improving reading levels and fostering a reading community within the school.
Overall, this project is intended to stimulate reluctant teens with lower reading levels to successfully become avid pleasure readers by using graphic novels and social media.
Ultimately the program's goal is ensure our school's students acquire literacy competencies required in the digital age.
ACT. 2006. Reading Between the Lines: What the ACT Reveals about College Readiness in Reading. Research and Policy Issues. Available at: http://www.act.org/research/policymakers/pdf/reading_report.pdf Beaman, Anita. (September/October 2006). YA Lit 2.0: How Technology Is Enhancing the Pleasure Reading Experience for Teens. Knowledge Quest , 35(1): 30-33. Bolan, K., M. Canada, and R. Cullin. (2007). Web, Library, and Teen Services 2.0. Young Adult Library Services , 5(2): 40-43. Downey, Elizabeth M. (2009). Graphic novels in curriculum and instruction collections. Reference & User Services Quarterly , 49 (2):181-188. Available at http://www.rusq.org/2010/01/03/graphic-novels-in-curriculum-and-instruction-collections/4/ Gorman, Michele. (2003). Getting graphic!: using graphic novels to promote literacy with preteens and teens . Worthington, Ohio: Linworth Pub. References
Lenhart, Amanda, Kristen Purcell, Aaron Smith, and Kathryn Zuickuhr. (2010). Social Media and Internet Use among Young Adults and Teens. Pew Internet Reports . Available at: http://www.pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx?r=1
Lenhart, Amanda, and Mary Madde. (2005). Teen Content Creators and Consumers. Pew Internet Reports . Available at: http://www.pewinternet.org/Reports/2005/Teen-Content-Creators-and-Consumers.aspx?r=1
Lenhart, Amanda, Sousan Arafeh, Aarond Smith, and Alexandra Macgill. (2008). Writing, Technology and Teens. Pew Internet Reports . Available at: http://www.pewinternet.org/Reports/2008/Writing-Technology-and-Teens.aspx
Mori, Maryann. (2007). Graphic Novels: Leading the Way to Teen Literacy and Leadership. Indiana Libraries , 26(3):29-32.
Peowski, Laura (2010). Where Are All the Teens? Engaging and Empowering Them Online. Young Adult Library Services , Winter:26-28.