This document provides an overview of how comics and graphic novels can be used to support higher level thinking skills. It discusses how comics have won prestigious literary awards and should be viewed as a medium rather than a genre. Key concepts from understanding comics such as panels, gutters, and reading order are explained. The document outlines how comics can help develop vocabulary, support inferencing, and be used for analysis, evaluation, and creative expression activities. A variety of teaching resources and over 100 book titles that could be used are also listed.
Fan fiction Tasks in the Advanced Language ClassroomShannon Sauro
This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
This project focuses on another interest of mine: using high-quality comic literature to engage and teach literacy. Over the past ten years, I have worked with many boys who are reluctant readers and writers.
In the 21st century, literacy means more than just reading novels and textbooks. Boys of the 21st century turn to other outlets, such as television, video games, and the Internet for pleasure. Any teacher can tell you that the boys in his or her class have an average of five to fifteen hours of screen time per week. There is obviously a high level of engagement for this media. However, if teachers can adequately harness this engagement to images and redirect it towards academic means, gaps in achievement will begin to disappear.
Comic literature significantly and positively impacts the reading motivation, reading skills of students, and leads to reading of other modes such as novels, short stories, and poetry. Using visual media, such as comic books and graphic novels, as supplemental literacy instructional tools is a creative and innovative way to reach any struggling student and simultaneously challenge advanced readers with rigor.
In completing this project, I learned that presentation design is essential for communicating one’s message to an audience. The more reluctant the audience, the more engaging the message must be. I tested this principle when delivering my presentation to colleagues. I truly believe that the effort I spent designing this presentation not only engaged my audience but opened up discussion around comic literature.
Fan fiction Tasks in the Advanced Language ClassroomShannon Sauro
This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
This project focuses on another interest of mine: using high-quality comic literature to engage and teach literacy. Over the past ten years, I have worked with many boys who are reluctant readers and writers.
In the 21st century, literacy means more than just reading novels and textbooks. Boys of the 21st century turn to other outlets, such as television, video games, and the Internet for pleasure. Any teacher can tell you that the boys in his or her class have an average of five to fifteen hours of screen time per week. There is obviously a high level of engagement for this media. However, if teachers can adequately harness this engagement to images and redirect it towards academic means, gaps in achievement will begin to disappear.
Comic literature significantly and positively impacts the reading motivation, reading skills of students, and leads to reading of other modes such as novels, short stories, and poetry. Using visual media, such as comic books and graphic novels, as supplemental literacy instructional tools is a creative and innovative way to reach any struggling student and simultaneously challenge advanced readers with rigor.
In completing this project, I learned that presentation design is essential for communicating one’s message to an audience. The more reluctant the audience, the more engaging the message must be. I tested this principle when delivering my presentation to colleagues. I truly believe that the effort I spent designing this presentation not only engaged my audience but opened up discussion around comic literature.
In order to effectively teach reading and writing, a teacher must have student engagement. Too many students are not engaged during literacy instruction and therefore are only skimming the surface, and not experimenting with various reading strategies. I would like to change the way teachers look at literacy instruction, especially for boys. Using this presentation, I want to inform teachers and parents that comic books and graphic novels are not just dumbed-down, disposable literature. Graphic novels possess a great deal of academic integrity and often engage the imagination more using panel to panel inferencing.
Slides accompanying my upcoming webinar about literature and lit projects with authors!
Bookable here: http://lpm.dzs.lpm/Webinar/index3.php
On 02. 05. 2017 | 19:00h - 20:30h CET
Access link: https://webconf.vc.dfn.de/making/
Info: https://v.gd/making
Biography: Dr Catherine Sly has taught in NSW Department of Education high schools and has been a writer, editor and consultant for the School Libraries division of the NSW Department of Education. Her recent PhD thesis investigated graphic novels from a narratological perspective.
Abstract: Quality graphic novels can be as challenging and complex as written texts. While the predominantly visual format of graphic novels may readily capture students’ attention, guidance from teacher librarians and teachers can be invaluable in cultivating and refining the skills necessary to probe the depth and richness of these publications.
Attendees will learn how to guide students to discover this richness as well as how to identify specific techniques used by the creators of graphic novels. A close investigation of two selected graphic novels will operate as examples to provide the necessary signposts for teachers to become more confident in the reading, processing, critical analysis and evaluation of graphic novels.
In order to effectively teach reading and writing, a teacher must have student engagement. Too many students are not engaged during literacy instruction and therefore are only skimming the surface, and not experimenting with various reading strategies. I would like to change the way teachers look at literacy instruction, especially for boys. Using this presentation, I want to inform teachers and parents that comic books and graphic novels are not just dumbed-down, disposable literature. Graphic novels possess a great deal of academic integrity and often engage the imagination more using panel to panel inferencing.
Slides accompanying my upcoming webinar about literature and lit projects with authors!
Bookable here: http://lpm.dzs.lpm/Webinar/index3.php
On 02. 05. 2017 | 19:00h - 20:30h CET
Access link: https://webconf.vc.dfn.de/making/
Info: https://v.gd/making
Biography: Dr Catherine Sly has taught in NSW Department of Education high schools and has been a writer, editor and consultant for the School Libraries division of the NSW Department of Education. Her recent PhD thesis investigated graphic novels from a narratological perspective.
Abstract: Quality graphic novels can be as challenging and complex as written texts. While the predominantly visual format of graphic novels may readily capture students’ attention, guidance from teacher librarians and teachers can be invaluable in cultivating and refining the skills necessary to probe the depth and richness of these publications.
Attendees will learn how to guide students to discover this richness as well as how to identify specific techniques used by the creators of graphic novels. A close investigation of two selected graphic novels will operate as examples to provide the necessary signposts for teachers to become more confident in the reading, processing, critical analysis and evaluation of graphic novels.
Common Core IRL: In Real Libraries -- presentation to the American Library Association Annual Conference 2014.
Libraries can play an essential role in helping students, teachers and families find nonfiction that gradually increases in text complexity. But what does the ladder of complexity really mean? How do we evaluate reading complexity in nonfiction texts? And how do librarians engage with their communities to provide their expertise?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Clearing the Air
Comics are for Everyone
● Select titles with your target age in mind
Comics & Graphic Novels win prestigious awards
● Caldecott - illustrations
● Newbery- middle grade
● Scott O’Dell- historical fiction
● Printz- excellence in young adult fiction
● Eisner- American comics industry award
● Pulitzer (Maus)
Comics are a MEDIUM - not a genre
4. Language of the Discipline
Sequential Art
● Comic Strip
● Comic Book
○ Trade Paperback
● Graphic Novel
● Hybrid
5. Language of the Discipline
Structure
● Reading order
○ (L->R and Up-> Down IF not manga)
● Panels
● Gutters
● Captions
● Balloons
Adventures in Graphica
- chp 4 Understanding Comics - McCloud pg 86
6. Higher Level Vocabulary Development
“As readers navigate through a
piece of graphica, they are
exposed to a great deal of new
and interesting words. In fact,
some studies suggest that comics
utilize even more rare words
than many forms of traditional
text …” (Thompson, Adventures
in Graphica, 2008)
Zita the Spacegirl - Hatke
9. Analysis
Literary Devices -
● How does the creative team show….? (flashbacks,
imagination, personification, imagery)
Compare and Contrast -
● Same story, different format (e.g., A Wrinkle in Time,
MacBeth, Wizard of Oz)
● Same creator/ different book (Nathan Hale)
● Same archetypes, different format (Hero’s Journey)
● Conventions in graphica vs. other formats
○ “Translate the Transfer” - Comics make it visible
(from Adventures in Graphica)
10. Evaluation
Creative Team Effectiveness -What helped you construct meaning?
What hindered your understanding?
● Illustrations
● Panel styles
● Lettering
● Coloring
● Captions
“Most Important” -->
Adventures in
Graphica -
Thompson
pg 69
13. Creative Expression
Making their own comics
● Summarizing
● Sharing knowledge across content areas
● Collaborating with a team
Many book resources for guidance
● DC Comics series
● McCloud
14. Making Comics and Cartoons
Some online tools:
● Pixton http://www.pixton.com/ (adding animation)
● Read-Write-Think (Up to 6 panels, drag and drop style)
http://www.readwritethink.
org/files/resources/interactives/comic/
16. Teaching Guides/ Resources
Resources
http://cbldf.org/resources/raising-a-reader/ -- Excellent overall information on using graphic novels, including the
benefits for readers.
http://cbldf.org/2015/06/expand-your-comics-conversation-with-the-comic-book-club-handbook/ -- How to guide for
starting a comic book club!
Teaching Guides
http://www.scholastic.com/teachers/lesson-plan/guide-using-graphic-novels-children-and-teens (great resource list
and sources, includes activities useful for any comic/gn)
http://www.scholastic.com/graphix/Scholastic_BoneDiscussion.pdf -- overall information including title
recommendations.
http://www.abramsbooks.com/pdfs/academic/GraphicNovels_TeachingGuide.pdf -- another overall guide with many titles.
http://www.abramsbooks.com/pdfs/academic/El_Deafo_TeachingGuide.pdf -- a guide specifically for El Deafo.
17. Where to Find Great Titles..
The book Adventures in Graphica includes many sites and sources in the appendix.
http://noflyingnotights.com/ -- Frequent reviews of current titles.
http://blogs.slj.com/goodcomicsforkids/ -- School Library Journal reviews
http://www.cybils.com/ Bloggers choose the best titles in various age groups and genres. Go to the right and choose a
year and there will be lists for middle grade and young adult graphic novels.
http://www.txla.org/reading-lists -- Texas started including graphic novels
http://maslmd.org/winners/ Maryland also started including graphic novels
Junior Library Guild - a subscription service, but they also list excellent upcoming and current titles
http://www.juniorlibraryguild.com/books/list?level[]=GE&instockorforthcoming=1 (elementary)
http://www.juniorlibraryguild.com/books/list?level[]=GM&instockorforthcoming=1 (middle school)
18. Sources
McCloud, Scott. Understanding Comics:. New York: HarperPerennial, 1994. Print.
Moye, Kellee. "Amulet Books Graphic Novel Teaching Guide." Unleashing Readers. N.p., 18 Apr. 2014. Web. 07 July 2015.
Thompson, Terry. Adventures in Graphica: Using Comics and Graphic Novels to Teach Comprehension, 2-6. Portland, Me.:
Stenhouse, 2008. Print.
"Getting Graphic: Using Graphic Novels in the Language Arts Classroom." Getting Graphic: Using Graphic Novels in the
Language Arts Classroom. N.p., 2012. Web. 07 July 2015.
19. List of Books I shared (pt 1)
Aguirre, Jorge. Dragons Beware!. First Second, 2015.
Alphona, Adrian, and G. Willow Wilson. Ms. Marvel Volume 1: No Normal.
Marvel, 2014.
Baum, L. Frank, and Eric Shanower. Oz: The Wonderful Wizard of Oz. Marvel,
2014.
Bell, Cece. El Deafo. Harry N. Abrams, 2014.
Bendis, Brian Michael. Ultimate Comics Spider-Man, Vol. 1. Marvel, 2012.
Brown, Don. The Great American Dust Bowl. HMH Books for Young Readers,
2013.
Brown, Jeffrey. The Phantom Bully. Scholastic Inc., 2015.
Brown, Jeffrey. Star Wars: Jedi Academy. Scholastic Inc., 2013.
Burks, James. Bird & Squirrel on the Run. GRAPHIX, 2012.
Camper, Cathy. Lowriders in Space. Chronicle Books, 2014.
Cloonan, Becky, and Brendan Fletcher. Gotham Academy Vol. 1: Welcome to
Gotham Academy. DC Comics, 2015.
Davis, Eleanor. The Secret Science Alliance and the Copycat Crook.
Bloomsbury USA Childrens, 2009.
Deconnick, Kelly Sue. Captain Marvel, Vol. 1: In Pursuit of Flight. Marvel,
2013.
Deutsch, Barry. Hereville: How Mirka Got Her Sword. Amulet Paperbacks,
2012.
Deutsch, Barry. Hereville: How Mirka Met a Meteorite. Harry N. Abrams,
2012.
Fletcher, Brenden, and Cameron Stewart. Batgirl Vol. 1: The Batgirl of
Burnside. DC Comics, 2015.
Hale, Nathan. Nathan Hale's Hazardous Tales: Big Bad Ironclad!. Harry N.
Abrams, 2012.
Hale, Nathan. Nathan Hale's Hazardous Tales: One Dead Spy. Harry N.
Abrams, 2012.
Hale, Nathan. Nathan Hale's Hazardous Tales: The Underground Abductor.
Harry N. Abrams, 2015.
Hale, Nathan. Nathan Hale's Hazardous Tales: Treaties, Trenches, Mud,
and Blood. Harry N. Abrams, 2014.
Hale, Shannon, and Dean Hale. Rapunzel's Revenge. Bloomsbury USA
Childrens, 2008.
Hatke, Ben. The Return of Zita the Spacegirl. First Second, 2014.
Hatke, Ben. Zita the Spacegirl. First Second, 2011.
Hennessey, Jonathan, and Aaron McConnell. The Gettysburg Address: A
Graphic Adaptation. William Morrow Paperbacks, 2013.
20. List of Books (pt 2)
Hinds, Gareth. Macbeth. Candlewick, 2015.
Holm, Jennifer L., and Matthew Holm. Babymouse #12: Burns Rubber.
Random House Books for Young Readers, 2010.
Holm, Jennifer L., and Matthew Holm. Squish #1: Super Amoeba. Random
House Books for Young Readers, 2011.
Jamieson, Victoria. Roller Girl. Dial Books, 2015.
Kibuishi, Kazu. The Stonekeeper. GRAPHIX, 2008.
Krosoczka, Jarrett J. Lunch Lady and the Cyborg Substitute: Lunch Lady #1.
Knopf Books for Young Readers, 2009.
L'Engle, Madeleine. A Wrinkle in Time: The Graphic Novel. Farrar, Straus and
Giroux (BYR), 2012.
Lendler, Ian. The Stratford Zoo Midnight Revue Presents Macbeth. First
Second, 2014.
Lendler, Ian. The Stratford Zoo Midnight Revue Presents Romeo and Juliet.
First Second, 2015.
Lewis, John, Andrew Aydin, and Nate Powell. March: Book One. Top Shelf
Productions, 2013.
Lewis, John, and Andrew Aydin. March: Book Two. Top Shelf Productions,
2015.
Maihack, Mike. Target Practice. GRAPHIX, 2014.
Maihack, Mike. The Thief and the Sword. GRAPHIX, 2015.
Martin, Emily, and Jeremy Whitley. Princeless, Book 2: Get Over Yourself.
Action Lab Entertainment, 2013.
McCloud, Scott. Making Comics: Storytelling Secrets of Comics, Manga and
Graphic Novels. William Morrow Paperbacks, 2006.
McCloud, Scott. Understanding Comics: The Invisible Art. William Morrow
Paperbacks, 1994.
O'Connor, George. Aphrodite: Goddess of Love. First Second, 2013.
O'Connor, George. Athena: Grey-Eyed Goddess. First Second, 2014.
O'Connor, George. Hades: Lord of the Dead. First Second, 2012.
O'Connor, George. Hera: The Goddess and her Glory. First Second, 2011.
O'Connor, George. Poseidon: Earth Shaker. First Second, 2013.
O'Connor, George. Zeus: King of the Gods. First Second, 2010.
O'Neil, Dennis. The DC Comics Guide to Writing Comics. Watson-Guptill,
2001.
Ottaviani, Jim. Primates: The Fearless Science of Jane Goodall, Dian
Fossey, and Biruté Galdikas. First Second, 2013.
21. List of Books (pt 3)
Phelan, Matt. The Storm in the Barn. Candlewick, 2011.
Runton, Andy, Chris Staros, and Robert Venditti. Owly, Vol. 3: Flying
Lessons. Top Shelf Productions, 2006.
Satrapi, Marjane. Persepolis: The Story of a Childhood. Pantheon, 2004.
Shanower, Eric, and L. Frank Baum. Oz: Ozma of Oz. Marvel, 2012.
Spiegelman, Art. Maus II: A Survivor's Tale: And Here My Troubles Began.
Pantheon, 1992.
Spires, Ashley. Binky the Space Cat. Kids Can Press, 2009.
Spires, Ashley. Binky Under Pressure. Kids Can Press, 2011.
Tamaki, Mariko. This One Summer. First Second, 2014.
Telgemeier, Raina. Drama. GRAPHIX, 2012.
Telgemeier, Raina. Sisters. GRAPHIX, 2014.
Telgemeier, Raina. Smile. Graphix, 2010.
Thompson, Terry. Adventures in Graphica. Stenhouse Publishers, 2008.
Watterson, Bill. Attack of the Deranged Mutant Killer Monster Snow Goons.
Andrews McMeel Publishing, 1992.
Whitley, Jeremy, and David Dwonch. Princeless Book 1: Save Yourself. Action
Lab Entertainment, Inc., 2012.
Zahler, Thomas F. Love and Capes, Vol. 1. IDW Publishing, 2008.
Remember - this is just a sampling. I tried to
include titles from a variety of genres and target
age ranges.