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Graphnov vema 1
- 1. Go Graphic! • FallVEMA Conference 2010 • Nancy Hally Longdale Elementary School Glen Allen, VA Henrico County Public Schools
- 2. My Background • B.S.in Elementary Ed. Indiana University of PA • M.S. in Reading/Language Arts Duquesne University • School Library Media certification Longwood University • 3 years Reading Specialist, Title One • 22 years classroom teacher, ranging 1-8 • 3rd year School Librarian Pre-K-5
- 3. My goal: • alleviatesome anxiety about purchasing graphic novels for your library • introduce you to some that have been hits in my library and I think are pretty “safe”
- 4. Beach Reading... ...think ofyour favorite type of book to relax at the beach with...
- 5. Was it... • WutheringHeights? • War and Peace? • Canterbury Tales? • See Spot Run?
- 6. In most cases... •It most likely isn’t something heavy, deep, or extra long.
- 7. NCLB • stronger pushfor skills, accountability, testing, testing, testing • what about the PLEASURE of reading?
- 8. Reading: Insights from the Research Insightsfrom the Research • Stephen D. Krashen, Libraries Unlimited, 2004 • Free Voluntary Reading (FVR)
- 9. Reading for Pleasure= • majorattitude adjustment toward reading • if we like something, aren’t we more likely to do it? • more reading yields better reading and writing
- 10. CHOICE IS IMPORTANT! (BenCarson) (Ben Carson) • currently a neurosurgeon • very poor childhood, single mom • 2 books per week from library/his choice, had to report to mom weekly • went from being poor student to top of his class
- 11. What Kids Liketo Read • scary stories • comic books • graphic novels • whatever their peers are reading
- 12. GRAPHIC NOVELS • comicformat • longer than comic book • beginning, middle, end • can be part of series • trade paperback or hardcover
- 13. It’s just aFORMAT • in all genres • multiple panels/pictures per page • appeals to kids across the board: genders, reading abilities, socioeconomic backgrounds, ethnic groups
- 14. Common Concerns • graphicnovels/comics not good literature • will keep kids from reading classics • will not help improve literacy
- 15. Facts • current comicscontain average of 2,000 words/issue • one comic book/day=500,000 words/year p. 95-97 The Power of Reading: Insights from the Research
- 16. Benefits • reading ofgraphic novels can be more cognitively challenging (visual literacy) • graphic novels, comics can lure reluctant readers • confidence built from graphic novels/comics can lead to reading of more difficult text
- 17. My Experience • Suburbanschool • Title One/low socioeconomicgroup • read articles, attendedpresentation • explored Follett, read MANYreviews • read graphic novels, orderedsome • presented to teachers/staff • ARRA money
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- 19. Little Mouse Gets Ready: AToon Book by Jeff Smith •reading level 1.3 •interest level preK-K •Little Mouse is very excited to go to the barn, but FIRST...he must get dressed •step-by-step he gets dressed, while talking about what he will do in the barn •mom arrives, and reveals to him...mice
- 20. Luke on theLoose: A Toon Book by Harry Bliss •reading level 1.7 •interest level K-3 •Luke chases pigeons throughout the city, leaving his dad behind •finally rescued by firefighters •delightful story and illustrations
- 21. Benny and Penny inJust Pretend by Geoffrey Hayes •reading level 1.1 •interest level grK-3 •brother/sister disagreements •“limited but rich vocabulary” (Booklist starred review, March 15, 2008, vol. 104, No. 14)
- 22. Benny and Penny inthe Big No-No by Geoffrey Hayes •reading level 1.3 •interest level gr K-3 •next one in the Benny and Penny series •brother and sister accuse new neighbor of stealing Benny’s pail, then find
- 23. by Lori Mortenson •readinglevel 1.6 •interest level K-3 •sports •high interest, low level •girl convinces boys to let her play on tag football team •colorful illustrations, very simple story •great for reluctant low
- 24. Zero by Donald Lemky •readinglevel 3.6 •a hit with reluctant boys, all levels •main character loves science and has problems with bullies •uses his knowledge of science to build a robot suit •becomes a
- 25. Knights of theLunch Table: The Dodgeball Chronicles by Frank Cammuso •reading level 4.5 •interest level gr 3- 6 •loosely based on King Arthur tale •new kid in school, trying to make friends, dealing with bullies •only one to open mysterious locker •dodgeball game/good vs. evil
- 26. by Jennifer L. Holmand Matthew Holm •reading level 2.2 •**interest level gr 3-6 •main character is girl mouse, with problems familiar to 9- year-old girls •wants to be queen of the world, OR...get invited to
- 27. The Adventures of DanielBoom AKA Loud Boy by D.J. Steinberg •reading level 4.3 •interest level gr 3-6 •Five friends with “special powers” fight against injustice •being loud •excessive talking •throwing tantrums •excessive fidgeting •chaos power (Destructo-Kid) •mission: stop Kid-Rid from turning children into robotic-like creatures with “perfect
- 28. Sticky Burr: Adventures in BurrwoodForest by John Lechner •reading level 3.3 •interest level gr 3-6 •feels different from the others (not prickly enough, has other interests) •trouble with
- 29. Binky the Space Cat byAshley Spires •reading level 3.0 •interest level gr 3-6 •house cat who dreams of becoming a space cat so he can protect “his humans”
- 30. Lunch Lady by JarrettJ. Krosoczka •reading level 1.7 •**interest level gr 3-6 •cafeteria lady secretly fights crime •discovers a plot to replace teachers with robots •standing up to school bully
- 31. •interest level gr3-6 •more pictures than words (no reading level) •owls/friendship/end of summer •Owly rescues an earthworm from a storm and nurses him back to health •Owly and his new friend make friends with hummingbirds, only to say goodbye as fall approaches
- 32. Amulet Book One: TheStonekeeper by Kazu Kibuishi •reading level 2.5 •interest level 4-6 •Emily and her brother are led on an adventure through an amulet left behind by her grandfather •good vs. evil •rough beginning with father dying in car accident •exciting and appealing, but can be scary**might
- 33. by Marshall Poe •readinglevel 4.0 •interest level 3-6 •historical fiction/revolutio nary war •10-year-old Nathaniel lives in Boston in 1768 •father is a Loyalist •Nathaniel struggles with his loyalties in
- 34. with Max AxiomSuper Scientist by Emily Sohn •reading level 3.6 •interest level 5-8 •science facts and info presented in graphic novel format •index, glossary, and other sources for more info are included •colorful, attractive •recommended by Library Media
- 35. •reading level 1.9 •interest level 3-6 •PeterParker saves the city from the Sandman •Marvel Age puts out a bunch of these...Fantast ic Four, Hulk, etc.
- 36. A Sam andFriends Mystery Book One: Dracula Madness by Mary Labatt •reading level 2.7 •interest level 3-6 •based on book “Spying on Dracula” by Mary Labatt •Sam is sheepdog detectiv working with dog-walker fr •try to find out if neigh dracula •recommended by Kirkus Review and Library Media Connection
- 37. Media Meltdown:A Graphic Guide Adventureby Liam O’Donnell •reading level 3.6 •interest level 3-6, maybe a little higher •group of kids try to save small farm from greedy land developer •readers learn pros and cons of media and other
- 38. The Wind inthe Willows by Michel Plessix (adapted from Kenneth Grahame’s novel) •reading level 5.5 •interest level 3-6 •translated from French •adventures of animal friends Toad, Mole, Rat, and Badger •“Classics Illustrated” series (Count of Monte Cristo, Through the Looking Glass, Great Expectations..
- 39. Manga • Japanese origin •adapted from Animae • begin in back of book • read right to left • Action/adventure
- 40. Pokemon books by Shigekatsu Ihara •readinglevels 3- 4, •interest level 3- 6 •translated from Japanese •reads back to front, right to left
- 41. Dinosaur Hour by HitoshiShioya •reading level 2.0 •interest level K-3 •dinosaur facts mixed in with antics of dinosaurs who have problems with friends, parents, and similar issues kids face
- 42. How/Where to Shelve? •Special area or display • many in 741.5, others depending on main topic (scientific, historical, etc.) • my decision
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- 44. Web Sites• CooperativeChildren’s Book Center, School of Education, University of Wisconsin, Madison • links to awards and recommended lists • reviews • resources for “Understanding, Using, and Defending” graphic novels • suggested articles for further
- 45. • Reading Online,“An Electronic Journal of the International Reading Association” • provides a background article on graphic novels and some resources for further study
- 46. • Create YourOwn Comic • Can create a 1-3 panel comic strip or a whole comic book • major superheroes, dialogue balloons, sound effect words (BAM, WHUMP, etc.)
- 47. • Professor Garfield •Great site! Lots of fun reading- related stuff • Comics Lab(Create simple comic strip) • Comics Lab Extreme (Create own graphic novel)
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- 51. Bibliography • Cleaver, Samantha."Ms. Grundy's Right! You Can Teach Reading with Comics & Graphic Novels." Instructor. May/June (2008): 29-34 Print. • Haynes, Elizabeth. "Getting Started with Graphic Novels in School Libraries." Library Media Connection. January/February (2009): 10-11. Print. • Krashen, Stephen D. The Power of Reading: Insights from the Research. 2nd. Westport, CT: Libraries Unlimited, 2004. 5-110. Print. • Lyga, Allyson A.W. "Graphic Novels for (Really) Young Readers." School Library Journal. March (2006): 56-61. Print. • Nylund, Carol. "Selecting Mangas and Graphic Novels." Library Media Connection. 25.February (2007): 30. Print.
- 52. Bibliography (cont.)• O'English,Lorena, J. Gregory Matthews, and Elizabeth Blakesly Lindsay. "Graphic Novels in Academic Libraries: From Maus to Manga and Beyond." Journal of Adademic Librarianship. 32.2 (2006): 173-182. Print. • Rudiger, Hollis Margaret, and Megan Schliesman. "Graphic Novels and School Libraries." Knowledge Quest. 36.2 (2007): 57-59. Print. • Samet, Raya. "Get Graphic Novels into your Elementary Collection." School Library Monthly. 26.5 (2010): 12-13. Print. • Seyfried, Jonathan. "Reinventing the Book Club." Knowledge Quest. 36.3 (2008): 44-48. Print.