Look

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• Look!

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• Its a bird!

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• Its a Plane!

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• No, Its a

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• GRAPHIC NOVEL!!!

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Get Graphic! Utilizing Graphic Novels in the
Classroom and Library Media Center

• Ted Schelvan
• LIS 406 Baughman/Diggs
• April 10, 2006

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What is a Graphic Novel?

• Book length
• Complete story told through a combination of text
  and sequential art.
• Like comic books, encompass many genres (romance,
  action, horror, drama, sci-fi, comedy, etc.).
• Clermont Public Library
• http//www.clermont.lib.oh.us/gn_und.html

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What is Manga

• Manga (mahn-gah) is the Japanese word for comic.
• Most manga books are read in the traditional
  Japanese style from right to left.
• Translated manga books were introduced into the
  United States in the early 1990s.

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When did Graphic Novels begin?

• It Graphic Novel has been around since 1964,
  when American comics critic and magazine
  publisher Richard Kyle coined it.
• Kyle came up with graphic story, and from that
  the graphic novel, to galvanize American
  creators and readers to aspire to similar
  ambition and sophistication European Comics.
• A Contract with God by Will Eisner (1978)

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Why use Graphic Novels/Manga?

• Encourages both reluctant and gifted readers to
  come into the library.
• Attract more boys to checkout books.
• ESL students are helped by the combination of
  pictures and text.
• Manga from Japan and Korea encourages interest in
  other cultures.
• Increase in circulation statistics.

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Benefits of Graphic Novels, I

• Assist Poor Readers
• Comics and graphic novels are excellent tools for
  use with children and young adults with poor
  reading skills.
• Connect with Visual Learners
• As educators become increasingly aware of the
  importance of different learning styles, it is
  clear that comic books can be a powerful tool for
  reaching visual learners.
• Develop Strong Language Arts Skills
• Several studies have shown that students who read
  comic books regularly have better vocabularies
  and are more likely to read above grade-level.

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Benefits of Graphic Novels, II

• Encourage Unmotivated and "Dormant" Readers
• Teachers often use non-book materials to
  encourage reading. Comic books are an ideal
  medium to spark interest, equate reading with
  enjoyment, and develop the reading habit.
• Convey Educational Messages
• Government agencies, the military, museums, and
  other nonprofit organizations have long used
  educational comics to reach general audiences.
• Stimulate Readers to Explore Other Literature
• Many comic book fans become avid book readers.
  Comics can stimulate interest in all types of
  fiction (fantasy, sci-fi, historical, etc.) as
  well as mythology, legends, and nonfiction.

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Visual Literacy

• Today's young adults feel comfortable with
  non-text visual media, from video games to
  graphical icons used with standard computer
  programs.
•  Comic books employ a highly cinematic approach
  to storytelling.
• Comic books utilize combinations of text and
  pictures (sequential art) to convey messages in a
  manner unique to comics.
• Understanding comics requires a special type of
  visual literacy, which in turn offers a
  translatable skill in today's highly graphical
  environment.
• Reading comics with a critical eye helps develop
  an appreciation for art and different artistic
  styles.

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Issues and misconceptions with Graphic Novels

• Where to place them in the library?
• Put all together? Some libraries choose to give a
  distinct call number such as GN.
• Another option is to catalog graphic novels under
  the 741.5 Dewey Decimal number alongside comic
  books.
• (Maus vs. Superman)
• Quality literature?
• Are comics just funnybooks?
• They take no time to read
• Comics leave nothing to the imagination
• The drawings are weird
• Which to read first words or pictures?

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Superhero Authors of the Graphic Novel

• Art Spiegelman
• Will Eisner
• Jaime and Gilbert Hernandez

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Teaching with Graphic Novels

• Incorporate graphic biographies, classics, and
  history books alongside text editions and audio
  editions for differentiated learning.
• Maus can be used to supplement teaching about
  the holocaust.
• Can explain difficult concepts/terms in a way
  that many students understand.

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Teaching Resources

• Information Goddess
• http//www.informationgoddess.ca/ComicsGraphicNov
  els/teacherstls.htm
• Laguardia Community College http//www.lagcc.cuny.
  edu/maus/default.htm

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Things to consider when promoting Graphic Novels

• Graphic novels and comic books are still
  controversial.
• Many of the suggested web sites may be blocked by
  your districts internet filter!
• Become familiar with your districts collection
  development policy and challenged book policy.
• Become an educated consumer and feel confident
  about your selections!

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How Graphic Novels can be selected

• Ask your students for suggestions.
• Visit libraries, bookstores, and comic shops.
• Visit publisher and review sites on the internet.
  (DC, Marvel, Pantheon)
• Read reviews in professional journals.

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Selecting age appropriate manga

• Look for the age rating system icons on the back
  of the book. Remember that these are only
  guidelines.
• Preview the book. What is culturally acceptable
  in Asia may not be in the U.S.
• Be aware that the age rating may increase as the
  series progresses. Ex. Rave Master

• Sample of a rating icon
• from a TokyoPop book.

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Resources to explore

• Comics Scholarship Annotated Bibliographies
  www.ComicsResearch.org
• Grand Comic Book Database http//www.comics.org/
• Comic Book Database http//www.cbdb.com/
• Recommended Graphic Novels for Public Libraries
  http//my.voyager.net/sraiteri/graphicnovels.htm
• No Flying No Tights http//www.noflyingnotights.co
  m/
• ALA Comic Books and Graphic Novels
  http//www.ala.org/ala/acrl/acrlpubs/crlnews/backi
  ssues2005/february05/comicbooks.htm
• Comic Books For Young Adults A Guide for
  Librarians http//ublib.buffalo.edu/lml/comics/pag
  es/