Part 2

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Comics
A means of communicating with students
challenged by traditional texts* and non-majors**
 A way to shake up the learning experience and add
vibrancy to the classroom

*Gretchen Schwarz, “Expanding Literacies through Graphic Novels,” The English Journal 95.6 (2006): 58-64.
**Hosler, J, and K. B. Boomer. “Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?” CBE Life
Sciences Education 10.3 (2011): 309–317.
Comics
A means of communicating with students
challenged by traditional texts* and non-majors**
 A way to shake up the learning experience and add
vibrancy to the classroom
 Engages the student in an era of distraction***

*Gretchen Schwarz, “Expanding Literacies through Graphic Novels,” The English Journal 95.6 (2006): 58-64.
**Hosler, J, and K. B. Boomer. “Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?” CBE Life
Sciences Education 10.3 (2011): 309–317.
***Jeremy Short and Terrie Reeves. “The Graphic Novel: A ‘Cool’ Format for Communicating to Generation Y,” Business Communications
Quarterly 72.4 (2009): 414-430.
Comics

Comics as outsider texts*
*Duffy, Damian. “Out of the Margins ... into the Panels: Toward a Theory of Comics as a Medium of Critical Pedagogy in Library Instruction.”
Critical Library Instruction: Theories and Methods. Ed. Maria T. Accardi, Emily Drabinski, & Alana Kumbier. Duluth, MN: Library Juice Press, 2010.
199–219.
Comics


Comics as outsider texts*
Participatory**
*Duffy, Damian. “Out of the Margins ... into the Panels: Toward a Theory of Comics as a Medium of Critical Pedagogy in Library Instruction.”
Critical Library Instruction: Theories and Methods. Ed. Maria T. Accardi, Emily Drabinski, & Alana Kumbier. Duluth, MN: Library Juice Press, 2010.
199–219.
**S. W. Smith. “Academaesthetics: How the Essay and Comic can Save Each Other.” Text, 11.2 (2007): 1–55.
Comics



Comics as outsider texts*
Participatory**
Promotion/Advocacy (Join Lizz Zitron and me for a
discussion of Innovative Outreach: 4 -5 TODAY in
Palm Garden Ballroom D
*Duffy, Damian. “Out of the Margins ... into the Panels: Toward a Theory of Comics as a Medium of Critical Pedagogy in Library Instruction.”
Critical Library Instruction: Theories and Methods. Ed. Maria T. Accardi, Emily Drabinski, & Alana Kumbier. Duluth, MN: Library Juice Press, 2010.
199–219.
**S. W. Smith. “Academaesthetics: How the Essay and Comic can Save Each Other.” Text, 11.2 (2007): 1–55.
Narrative







Modeling behavior
Situational
Motivation
Multiple Voices and Viewpoints
Fictionalizing to provide context*
Retention and recall**
Coming to terms with our own illiteracy***
*Tabachnick, Stephen E. “A Comic - Book World.” World Literature Today 81.2 (2007): 24–28.
**Negrete, Aquiles, and Cecilia Lartigue. “Learning from Education to Communicate Science as a Good Story.” Endeavour 28.3 (2004): 120–124.
***Smith, S. W. “Academaesthetics: How the Essay and Comic can Save Each Other.” Text, 11.2 (2007): 1–55.
Humor*

Expressing personality
*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara,
Calif: Libraries Unlimited.
Humor*


Expressing personality
Establishing trust
*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara,
Calif: Libraries Unlimited.
Humor*



Expressing personality
Establishing trust
Delivery and competence
*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara,
Calif: Libraries Unlimited.
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