Goal – It’s a Deal 21 st Century Learn Technology Think Deeply about Content Engaging! 3 for 1
What Do You See?
What Do You See?
Why Comics Creation?
Builds Visual Literacy (important for digital age)
Sustains interaction with content
Has potential for dual controversy
Values multiple perspectives
Appeals to males
What Do You See?
Why Comics Creation? - Inquire
Allows learners to reflect on material and to create deeper meaning - VISUALLY
Why Comics Creation? – Safer
Creates a forum to voice concerns (questioning)
Allows honest observations (frustrations, fears) that may be difficult to verbalized
Safer - non-threatening environment that allows for expression, questioning
What do I really think?
Comic Pedagogy (Decker, 2007)
Sustains the a question until the learning has a place of understanding
Attends to complexity and discourages the search for the simple
Embraces a “punch line”, the counter-intuitive option
21 st Century Learning
Counter intuitive for most!
Structure with Comics
Choose a comic making tool available in your school (firewalls, flash, embedding?)
Partner on Content
Start with single panel prompt
Introduce a “in-service issue”
Then try a multiple panel
Try Single Panel - Enjoy Them & Share!
Make one comic that addresses an issue
“ How do think about technology?”
Use to Introduce Content
21 st Century skill – Video, reading or presentation
Give ideas on how to create a comic and an example
Write an explanation underneath comic
Discuss on discussion board
Ask if the teachers found it valuable and why
Lead into ways that teachers could use it in their classroom.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Decker, E. (2007). Q. What's funny about teaching? A.Not Enough!: Arguing for a comic pedagogy. Educational Insights, 11(3).
Lamb, A., & Johnson, L. (2009). Graphic novels, digital comics, and technology-enhanced learning: Part 2. Teacher Librarian, 37(1).
Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow & A. B. Knox (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco, CA: Jossey Bass Inc.
Muller, M., Ozcan, E., & Seizov, O. (2009). Dangerous depictions: A visual case study of contemporary cartoon controversies. Popular Communication(7), 1.
Peery, A. B. (2004). Deep change: professional development from the inside out. Lanham, MD: Scarecrow Education.
Reigeluth, C. M. (1999). Instructional-design theories and models (Vol. 2). Mahwah, NJ: Lawrence Erlbaum Associates.
Seglem, R., & Witte, S. (2009). You gotta see it to believe it: Teaching visual literacy in the English classroom. Journal of Adolescent & Adult Literacy, 53(3), 216-226.
Smetana, L., Odelson, D., Burns, H., & Grisham, D. L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent & Adult Literacy, 53(3), 228-240.
Sockman,B. R., & Sharma, P. (2008). Struggling toward a transformative model of instruction: It's not so easy! Teaching and Teacher Education 24(4), 1070-1082.
Comic Life: www.comiclife.com
Disney Comic Creator - http://www.nfx.com/dcc.html
Build Your own comic - http://www.childrensmuseum.org/special_exhibits/comics/games.html