Let’s Get Graphic!

1. Texas Bluebonnet Award Committee Online Professional Development 2009 Place photo here 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

2. 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.

3. 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, sci-fi, mysteries, and nonfiction

4. 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!

5. 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).

6. 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.

7. 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.

8. 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

9. 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.

10. 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

11. 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?

12. 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. • 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 Christensen, 2006

13. 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?

14. 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

15. 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

16. 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.

17. 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.”

18. 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.

19. 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.

20. 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=1163

21. See you at Annual in July!