Web & Social Media Analytics Previous Year Question Paper.pdf
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 a
story in sequential art.
3. Graphic Novel – A book length story, fiction
or non-fiction, that is written and illustrated
in the comic book style.
4. Anime – Japanese term for animation
Manga - Japanese comics in print form that
traditionally read back to front, right to left.
Manga style – graphic novels created outside
Japan utilizing the traditional manga style
and format.
5. Goal of both traditional novels and GNs is to
convince the reader they are not looking at
words or lines drawn by an artist, but
something imaginatively alive.
In GNs the words have to be read, but so do
the pictures. Just as a sentence creates a
complete thought, a sequence of panels
creates complete movement through time
and space.
On Writing (and Reading), the Graphic Novel. Stefan Pietrucha, Knowledge Quest, 2008.
8. Look at the pages you have before you. With
a partner, read the excerpt and list any
elements of literature that you see on the
pages.
What did you find?
Do graphic novels promote literacy?
9. Linguistically appropriate
Demand many of the same skills needed for
traditional stories
Often contain more advanced vocabulary
than traditional books at the same
age/grade/interest level
Helps develop critical skills necessary to read
more challenging works
10. Require readers to be actively engaged in the
process of decoding and comprehending
literacy devices including-
Narrative structures
Metaphor and symbolism
Point of view
Foreshadowing
Use of puns and alliteration
Inference
11. Offer fast-paced action, conflict, and heroic
endeavors
Classic archetypes such as the reluctant hero, the
unknown destiny, and the mentor wizard
12. Meet the needs of different learning styles
The visual learner will connect in a way that they
cannot with a text-only book
Flexible enough that the same title will appeal to
the advanced reader and the reluctant reader
13. Require readers to be active participants in
the reading process.
Use their imagination to fill in the blanks
between 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.
14. Look at these pages from The Arrival.
Discuss what you see with your partner. How
could you use this with your children?
15. Develop strong language arts skills
Reading comprehension
Vocabulary development
Ensure that kids continue to read for fun outside
the classroom.
Bridge for transitioning from picture books to
text-only books
Stimulate young readers to branch out and
explore other genres
16. Excellent for ELLs and students who read
below grade level because the simple
sentences and visual cues allow the reader to
comprehend most of the story.
Address important developmental assets and
social issues.
Michelle Gorman. Getting Graphic: Comics for Kids. 2008
21. Because they are literature!
Because the are fun!! The family can read
them together.
If reading one graphic novel gets a your child
to read, then just imagine where they will go
from there!
22.
23. Alverman, D.E. & McLean, C. “The Nature of Literacies.” Secondary School Literacy: What
Researach Reveals for Classroom Practice. Eds. A. Berger, J. Eakle & L. Rush. Urbana, IL: National
Council 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 and
Librarians. 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 Stockton
College. 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 the
American Association of School Librarians. 36.3, 2008. 60-63.
“Using Comics and Graphic Novels in the Classroom (The Council Chronicle, Sept. 05). National
Council of Teachers of English. http://www.ncte.org/magazine/archives/122031. Accessed
8/5/2011.
Yang, Greg. “Graphic Novels in the Classroom.” Language Arts. 85.3, 2008. 185-192.
Editor's Notes
Words you may have heard relating to graphic novels
Stress that many students need to be told to “read” the pictures. When they pick up a gn for the first time they may not know that the pictures tell the story with the words. I have many students who have said they did not understand or like the story, only to find out that they were not looking at the illustrations.
Goes against all we have learned in the past. Yet, kids have no trouble once they start.
Participants will be handed a two-page spread from a graphic novel. Once they have read and listed their results we will share the findings.
Pages will be copied and handed out to participants.
Grab a student’s interest from a movie they have seen.