12,793 research outputs found

    GLBTQ content in comics/graphic novels for teens

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    Purpose – This paper aims to provide an historical perspective and current guidance for youth librarians collecting graphic novels for teens. Design/methodology/approach – The paper provides a brief review of the historical issues involved with censorship/intellectual freedom and comics and of current teen-oriented graphic novels with gay, lesbian, bisexual, transgender, queer, and questioning of sexual orientation (GLBTQ) content in Canada and the USA. It also provides a context for negotiating intellectual freedom and collection management policy issues, and suggestions for targeted acquisitions of teen graphic novels with GLTBQ content. Findings – The paper provides a brief overview of US and Canadian censorship of comics, including how this legacy affects today’s market. It recognizes the difficulty of obtaining information and recommendations for teen-appropriate graphic novels containing GLBTQ content, and makes suggestions for core collection items. Research limitations/implications – Only English sources from the USA and Canada are reviewed. Francophone Canadian literature is relevant but outside of the scope of this paper. Practical implications – The paper is a useful source of information for the librarian looking for collection development suggestions, and/or for the librarian dealing with or preparing against intellectual freedom challenges to graphic novels or GLBTQ material for teens. Originality/value – This paper furthers discussion of censorship of graphic novels and of GLBTQ material, and provides concrete suggestions to librarians developing a teen graphic novel collection. The issue is timely, as the graphic novel industry is booming and the ALA has documented an increasing number of challenges to graphic novels in libraries. Few previous papers on graphic novels or comics have included Canadian content, although the Canada-American library worlds, publishing industries and legal codes are historically and currently intertwined. Paper type General revie

    Annotated Bibliography: Clean Graphic Novels

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    Engaging English Language Learners Through the Use of Graphic Novels

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    This paper will examine the benefits of using graphic novels in the classroom to engage English Language Learners. Graphic novels have carried a negative stigma since the publishing of “Seduction of the Innocent” by Frederick Wertham which claimed to find a connection between teenage delinquency and comic books. Teachers have stayed away from using graphic novels in classroom instruction. Many findings show that graphic novels benefit students but especially English Language Learners. Graphic novels require higher cognitive abilities than traditional novels. This research also explores the attitudes of teachers and students towards graphic novels as well as the possible problems and limitations that may arise. The findings conclude that graphic novels pose great educational benefits for English Language Learners and aids them in reading and language acquisition

    Teacher perceptions of graphic novels

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    The purpose of this research study is to ascertain classroom teachers’ dispositions toward graphic novels as quality literature and the rationale for their beliefs and attitudes. Of particular interest in this study is how teacher dispositions toward graphic novels may differ across teacher age groups. In conducting research, a survey was given to a variety of classroom teachers. These participants are language arts teachers for grades three through eight and range in age from 20 to 60 years. The researcher recorded the frequencies and percentages of responses, looking for teachers’ perceptions of graphic novels, the origin of these perceptions, and a correlation between teachers’ ages and attitudes toward using graphic novels in their classrooms. The researcher discovered that most teachers surveyed use graphic novels no more than once per year, though they do believe that this text format is beneficial and motivating to students. The majority of teachers have not had training in the uses of graphic novels, but indicate that they would likely use them more often if they had more knowledge about them. While younger teachers were more often introduced to graphic novels in their pre-service education, these teachers were not necessarily more likely to use graphic novels with students. In fact, little correlation existed between teachers’ ages and their perceptions of graphic novels

    The A B C’s of Graphic Novels

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    I have highlighted twenty-five concerns that I address when talking about the graphic novel in the many recent presentations I have conducted on this topic

    Collection development for graphic novels in academic libraries: results of a national survey

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    A survey on collection development for graphic novels was sent to 632 collection development librarians and also placed on the Association for Library Collections and Technical Services listserv. Once 200 responses had been received analysis of results began. Findings indicate that while all libraries reported possessing at least some graphic novels and most reported having what they would call a “graphic novel collection,” the medium is still quite uncommon when compared to existing library collections, comprising less than 1% of all books in academic libraries. Further, while it was found that most libraries are currently collecting graphic novels, collection development policies for graphic novels are not the norm. Survey respondents were also asked to detail the current perceptions of graphic novels among the librarians in their institutions. Overall, the results detail an area of collection development in a state of change as graphic novels become more common in both university curricula and in academic library collections

    Promoting a Desire to Read with Graphic Novels

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    The purpose of this research project was to create a graphic novel to encourage reluctant 4th grade boys to become interested in reading. This research questioned the graphics in graphic novels that appeal to reluctant readers, the type of content that would appeal particularly to boys who lack interest in reading, and the method of balance needed between text and graphics to capture the interest of boys who lack motivation to read. The researcher focused on graphic novels and their use in the classroom, different ways graphic novels can motivate reluctant readers to become interested in reading, the concept of visual literacy when dealing with graphic novels, and the direct relationship between graphic novels and reluctant readers

    Playing and learning through text and images: Examining features of adolescent literacy and the potential of graphic novels as a supportive tool

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    Graphic novels have been making their way into the classroom steadily during the past two decades. Whether their use is for a pedagogical purpose or pleasure, graphic novels are grabbing the attention of adults and youth alike. As general interest arises surrounding graphic novels, increased scholarship discussing their purpose, structure, and use has appeared across a variety of disciplines. Educators, especially those with younger students, are drawn to the genre. Their interest has produced a growing body of literature; however, these publications often lack quantitative data and typically offer qualitative conclusions about the benefits of graphic novels in classroom contexts. So far, various studies have been conducted ranging from extra-curricular reading groups to comprehensive units within language arts classrooms. By exploring how research about graphic novels is collected and determined, my topic will be focused on how graphic novels could potentially benefit adolescents and their literacy development. My examination will: 1) synthesize the scholarship discussing graphic novel novels and identify gaps within it; 2) determine key features of adolescent literacy; 3) investigate and interrogate potential applicability of graphic novels in support of adolescent literacy development

    Teachers’ Perceptions of the Use of Graphic Novels to Teach Reluctant Readers

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    The purpose of this qualitative study was to explore the perceptions of teachers in a suburban private school in Florida serving prekindergarten through Grade 8 regarding the use of graphic novels to increase student motivation to read. The problem was teachers were concerned with students’ inability to complete the required novels, demonstrate comprehension of deep meaning from the text, read silently, and read outside of school. Teachers raised serious concerns about the reading achievement of middle school students. Teachers also noted a frequent mismatch between the preference of the middle school reader and the instructional opportunities provided. The study was designed to help determine how the inclusion of graphic novels could benefit struggling and reluctant readers. The scope of the qualitative study was to understand the teachers’ perceptions of the use of graphic novels in the classes. The utilization of graphic novels in the classroom has become more commonplace, yet they are still viewed as a new tool in schools. A qualitative case study approach was chosen for this study. The study relied on data collected from 38 teachers who completed open-ended questions on a teacher questionnaire on graphic novels as well as curricula across several subjects. Themes emerged from the coaxial coding of the data, revealing that teachers may choose to use graphic novels in their classes, but the school curriculum makes no mention of graphic novels. Teachers also noted that reluctant readers may have difficulty with reading or may simply not be interested in the material, which is not chosen by students. Finally, teachers were open to using graphic novels and considered them literature. Suggested best practices included using graphic novels as supplements to texts, to reach visual and reluctant readers, and to teach comprehension and vocabulary and well as subject matter. The teachers were overwhelmingly positive about the use of graphic novels in the classroom

    Revitalizing Tier 2 Intervention with Graphic Novels

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    The authors explore the practice of incorporating graphic novels in a Tier 2 Response To Intervention (RTI) program for five elementary-aged struggling readers in an urban school. Using a formative experiment framework, the study found that graphic novels provided a vehicle for the application of word recognition and fluency strategies learned in the RTI intervention program. In addition, graphic novels were used to develop students’ vocabulary and comprehension skills and resulted in increased progress for students’ fluency as measured by DIBELS. Since graphic novels are not grade level specific, they are appropriate for readers across grades. As a genre, graphic novels can also provide a scaffold for students in the development of literacy skills