Texas Bluebonnet Award Committee
Online Professional Development
2009
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Let’s Get Graphic!
“The man who does not read good books has
no advantage over the man who can't read
them..”
Mark Twain
What IS a “graphic novel?”
• Baird and Jackson (2007)
define it as “a stellar story
told with words and
pictures that augment
the story, providing
insight that text alone
cannot do.”
• Simply, a graphic novel
uses both words and
pictures that are
integrated and
dependent upon telling
a good story. If you
separate the words and
pictures, the story would
be incomplete.
In Sis’ The Wall, the story
would not be complete
without his art and the color
red. These drawings make
the horror of growing up in
an intellectual prison real.
What is NOT part of the graphic novel
definition?
Graphic novels are NOT…
• Comic books
• Subliterature
• Manga
While manga is one type of
graphic novel, there are
also many other types
such as: adventure,
legends, fantasy,
memoirs, comedy,
horror, social justice,
religious, biography, scifi, mysteries, and
nonfiction
Who says this is literature?
• YALSA awarded American
Born Chinese by Gene
Luen Yang the Michael L.
Printz Award for Excellence
in Young Adult literature in
2007
• ALSC awarded To Dance:
A Ballerina’s Graphic
Novel, as a Robert F. Sibert
Honor Book, also in 2007.
• …and the TBA Committee
beat them both when
Texas children selected
Seadogs: An Epic Ocean
Operetta by Lisa Wheeler
and Mark Siegel as the
2006 Bluebonnet winner!
Arguments against graphic novels:
Some librarians say…
• Graphic novels contain
age inappropriate
content
• Weak bindings
• …and have difficulty
ordering replacement
titles
Solutions
•Graphic novels are like any
other kind of book that has
to be reviewed and
evaluated for age
appropriateness.
•Because of the popularity of
this kind of book, publishers
are now publishing books
with better bindings.
•Graphic novels and ebooks are
the two fastest growing markets in
publishing, so it is now easier to
replace titles and select age
appropriate titles (Association of
American Publishers, 2006).
Arguments in favor of graphic
novels…what does the literature say?
• Some consider graphic novels a “new media” even
though comic books have been around for awhile
(Krashen, 2005)
• Some argue that the “Millennials” are visual, so graphic
novels are more appealing to them (Breeding, 2006).
• Others say that graphic novels allow for diversity and
opportunities to teach skills needed to filter multimedia
(Mcpherson, 2006).
• Research studies show improved reading motivation
(Young, 2006) and improved word comprehension (Stall,
2000).
• Graphic novels can also be beneficial to English language
learners (Crawford, 2004).
• MacDonell (2004) also argues that pleasure reading is
critical for developing second language, and many
students choose graphic novels for their pleasure reading.
Types of graphic novels…
Graphic novels exist in every
genre just as regular
literature:
•
Nonfiction
• Information books
• Biography
• Autobiography
•
Problem novel
•
Science fiction
•
Fantasy
•
Humor
•
Sports
•
Adventure
•
Supernatural
•
Mystery
Graphic novels also include an
interesting genre centered on the
“superhero” firmly rooted in
comic tradition. This type of
graphic novel is somewhat
different than traditional literature
and is closely associated with
culture. Many manga selections
fit into this category.
Criteria for evaluation of graphic
novels:
Format:
• Should have an interesting, colorful cover
• The use of line, color, shape, icons, panel
sequencing and gutters should aid visual
communication and ideas
• The format and layout are both equally
important including both fiction and
nonfiction
• Organization should aid comprehension and
understanding
Mcpherson, 2006
Format and things to think about…
• Adults often have difficulty with this different
form of literature and organization—how do
you read it? Don’t let that bias your opinion
because those struggling readers who are
global have no problem reading the format.
• Graphic novel format can be asymmetrical—
the author’s intent. Sometimes graphic novel
format has symbolic connections to the
content to make emotions or intensity visual.
• It takes practice reading graphic novel
format to appreciate both the efferent and
aesthetic characteristics of these unique
books.
Criteria for evaluation of graphic
novels:
Illustration:
• Sequential art should enhance the
meaning of the text—not just illustrate, but
adds additional meaning
• Should deliver images we can visualize and
use to construct meaning beyond text
• Should add background text beyond the
written words
Christensen, 2006
Illustration and things to think about…
• Graphic novel illustration includes all forms found
in art such as realism, surrealism, impressionism,
folk art, native art, and cartoon. The questions
are…
• Do the illustrations aid reading comprehension?
• Does the illustration style assist or distract from the
tone and mood of the story/information?
• Are the hue and contrast of the colors compatible
with tone and mood?
• Do the illustrations expand, enrich, enhance the
understanding of the story?
• Are the illustrated characterizations compatible
with the plot and content?
Criteria for evaluation of graphic
novels:
Content:
•
Should have a strong plot or
interesting, organized
information
•
Engages the readers and
compels them to continue
reading
•
Uses interesting language that
aids comprehension and
causes the reader to take a
deep look at the illustrations
•
Should have an established
tone, mood, strong rising
action, climax, denouement,
and resolution—all the literary
elements in traditional
literature.
Christensen, 2006
Fiction
•Should include dangerous
conflicts, risks, or decisions
•Moral, ethical or political
issues
•Resonant characters
•Includes materials for a wide
range of developmental ages
Nonfiction
•Interesting main ideas/
supporting details
•Often develops unique
perspective
•Strong voice aided by the
illustrations and developed
with the details
•Includes materials for a wide
range of developmental ages
Content and things to think about…
Questions:
Fiction
•
Does the story have a complete and satisfactory beginning,
middle, and end (even if you do not like the end)?
•
Are characters developed realistically and evoke human
empathy and emotions?
•
Is there an interesting and age appropriate conflict?
•
Are all the plot elements logical and hold reader’s interest?
Nonfiction
•
Is the topic age appropriate and interesting for that
developmental level?
•
Are the main ideas developed in a way that the audience can
comprehend and stay involved with the text?
•
Does the content show any sign of writer’s bias?
•
Is the text authentic, accurate, and timely?
•
Does this book promote further reading about this topic?
Interesting Graphic Novel Vendors…
•
Archaia Studios Press. (2002-2007). ASP online press. Retrieved October 10, 2007, from
Archaia Studios Press Web site: http://www.daradja.com/
•
DC Comics. (n.d.). Home. Retrieved October 10, 2007, from DC Comics Web site:
http://www.dccomics.com/
•
Fantagraphic Books, Inc. (n.d.). The Fantagraphics store. Retrieved October 10, 2007,
from Fantagraphics Books Web site: http://www.fantagraphics.com/cart/
•
Fiery Studios. (1998-2007). Vögelein. Retrieved October 10, 2007, from Fiery Studios
Web site: http://www.vogelein.com/vogelein/index.shtml
•
First Second. (2007). Home. Retrieved October 10, 2007, from First Second Web site:
http://www.firstsecondbooks.com/hub.html
•
Marvel Entertainment, Inc. (2007). Home. Retrieved October 10, 2007, from Marvel
Comics Website: http://www.marvel.com/
•
Papercutz. (2006). Home. Retrieved October 11, 2007, from Papercutz Web site:
http://www.papercutz.com/index2.html
More Interesting Graphic Novel
Vendors…
•
Scholastic, Graphix. (1996-2007). Home. Retrieved October 10, 2007, from Scholastic
Graphix Web site: http://www.scholastic.com/graphix/
•
Seven Seas Entertainment, LLC. (2004-2007). Home. Retrieved October 10, 2007, from
Seven Seas Entertainment Web site: http://www.gomanga.com /
•
Tokyopop. (n.d.). Home. Retrieved October 10, 2007, from Tokyopop Web site:
http://www.tokyopop.com /
•
Viz Media, LLC. (n.d.). Browse. Retrieved October 10, 2007, from Viz Media Web site:
http://www.viz.com/products/browse.php
TBA Activity: “Wikitivity”
For this activity, you will need to select a graphic
novel (any type) for evaluation practice.
• Go to http://www.wikispaces.com/ and log in
with: username: TexasLibraryAssociation
password: bluebonnet
• Under “Favorite Wikis,” you should see a hotlink,
TBACommittees. Click it.
• You should now be on the “Home” page of the
Wiki with the instructions. If you notice, you should
see two blue hotlinks: “Let’s Get Graphic!”
(PowerPoint) and “Graphic Novel Evaluation
Rubric” (word document). These are your
professional development materials.
TBA Activity: “Wikitivity”
For this professional development, we are going to
work together an evaluation of graphic novels as
a team.
• Select a fairly current graphic novel to evaluate.
• View “Let’s Get Graphic”
• Read your graphic novel and take evaluation
notes using the scoring sheet, “Graphic Novel
Evaluation Rubric.”
• Post a summary of your findings with the
bibliographic information on the second page of
the Wiki, “Graphic Novel Evaluations.”
• Once you’ve posted read the other postings and
discuss the evaluation process or ask questions on
the third page, “Questions and Responses.”
References
Association of American Publishers. (2006). 2005
industry statistics. New York: Association of
American Publishers, Inc.
Baird, Z. & Jackson, T. (2007). Got graphic novels?
More than just superheroes in tights! Children
and Libraries, Vol. 5, no 1, 5-7.
Breeding, Marshall. (2006). Technology for the
next generation. Computers in Libraries,Vol. 26,
no 10, 28-30.
Christensen, Lila. (2006). Graphic global conflict:
Graphic novels in the high school social
studies classroom. Social Studies, Vol. 97, no 6,
227-230.
References
Crawford, Philip. (2004). A novel approach: Using graphic
novels to attract reluctant readers. Library Media
Connection, Vol. 22, no. 5, 26-28.
Krashen, Stephen. (2005). The decline of reading in American,
poverty and access to books, and the use of comics in
encouraging reading. Retrieved October 1, 2007 from
http://www.sdkrashen.com/articles/decline_of_reading/01
.html
MacDonell, Colleen. (2004). Making the case for pleasure
reading. Teacher Librarian, Vol. 31, no. 4, 30-32.
McPerson, Keith. (2006). Graphic literacy. Teacher Librarian,
Vol. 33, no. 4, 67-70.
References
Pawuk, Michael. (2007). Graphic novels: A genre guide to
comic books, manga, and more. Westport, CN:
Libraries Unlimited.
Stall, Robin Carin (2000) Using comics to teach multiple
meaning of words. Ed.D.dissertation, University of
Nevada, Las Vegas, United States -- Nevada. Retrieved
October 2, 2007, from ProQuest Digital Dissertations
database. (Publication No. AAT 9989909).
Stall, Robin. (2000). Using comics to teach multiple
meaning of words. (Doctoral
dissertation, University of Nevada, 2000). Dissertation
Abstracts International,
Young, Robyn. (2006). Using graphic novels to improve
reading skills. RetrievedOctober 1, 2007 from
http://www.slis.indiana.edu/news/story.php?story_id=1
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See you at Annual in July!