1 / 24

Evaluating Graphic Novels for the Library and Classroom

Evaluating Graphic Novels for the Library and Classroom. Janet Hibun NCTE Orlando, FL November 21, 2010. Evaluating Graphic Novels. When evaluating graphic novels, keep in mind the unique qualities of graphic novels as well as their literary quality.

idra
Download Presentation

Evaluating Graphic Novels for the Library and Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Evaluating Graphic Novels for the Library and Classroom Janet Hibun NCTE Orlando, FL November 21, 2010 Janet Hilbun

  2. Evaluating Graphic Novels • When evaluating graphic novels, keep in mind the unique qualities of graphic novels as well as their literary quality. • The evaluator must take into consideration: • Cover • Panel Structure or Format • Images or Illustrations • Content and Words • Text and Art Together • Age Appropriateness Janet Hilbun

  3. Cover • Interesting • Correctly depicts content Janet Hilbun

  4. Format and Panel Structure • How are the panels arranged on the page? Are they easy to follow? Can the reader easily follow the sequence? • How are they shaped and does the shape affect the story? • Do the gutters (spaces in between the illustrations) aid in comprehension or distract the reader? Janet Hilbun

  5. Jax and the Hellhounds Janet Hilbun

  6. Format and Panel Structure • How do the panels break up the artwork? Do these breaks slow the reader down, speed the story up, or complicate the story? • Is the text clearly readable with an appropriate font or font size? • Does the white space help readers move through the story or are the pages too busy? • Do the panels provide the necessary information for readers to follow jumps? Janet Hilbun

  7. File 49 Janet Hilbun

  8. Images and Illustrations • Does the style of art fir the type of story or information or does it seem disjointed and out of place? Is the art “cartoony”—cartoony art often makes it easier for readers to identify emotions. • Does the use of color help the reader understand the tone and mood of the story? Is there a contrast between darks and lights to create balance and establish tone? Janet Hilbun

  9. Janet Hilbun

  10. The Devil’s Bone Janet Hilbun

  11. Images and Illustrations • Has both the positive space (objects in the illustration) and the negative space (space between the objects) been used to create a visually pleasing appearance? • Do the illustrations provide enough of the context of the story and action events to keep the reader moving through the story? Janet Hilbun

  12. Janet Hilbun

  13. Content and Words • Do the word balloons contain too much text? Too little? Does the dialog flow naturally when read aloud? • Do the characters have different voices? Are the characters multi-dimensional? • What is the ratio of text to art? Does the text overpower the art or crowd it out? Janet Hilbun

  14. Lovecraft Country Janet Hilbun

  15. Salamander Dreams Janet Hilbun

  16. Content and Words • Literary Quality: • Plot • Narrative style • Theme • Characterization • Conflict and conflict resolution Janet Hilbun

  17. Content and Words • Elements of nonfiction • Organization • Interest • Visual aids • Details • Relevance • Accuracy Janet Hilbun

  18. Text and Art Together • Good graphic novels find a balance between dialog and illustration to present a story. • Do the style of the text and the style of the art complement each other? If not, does it work? • Do the tone of the art and the text match? • How does the art relate to the story? • Is there a mismatch between the art and the text or are they equally compelling? Janet Hilbun

  19. Supernatural Law Janet Hilbun

  20. Age Appropriateness • Is the theme and subject matter appropriate for the age group? Consider the age of the protagonist and how the theme fits with your students’ development. • Is the conflict interesting to your readers? • Examine both illustrations and text for appropriateness. • Will the language offend readers or parents in your community? Janet Hilbun

  21. Other Considerations • Binding—will it hold up to repeated readings? Can it be rebound? Do you have a choice of bindings? • Who is the audience you are purchasing the graphic novel for or why are you purchasing them?—Is it to support curriculum? Is it for your ELL or visual learners? Is it because your students are asking for graphic novels? Is it because you love graphic novels and want to share? Janet Hilbun

  22. How do I choose? I don’t even like graphic novels • Lists of “bests”—ALA YALSA, Texas Maverick, etc • Catalogs of “mainstream” publishers—Macmillan, Hyperion, Penguin, etc • Blogs—good one is Terri Lesesne’s Goddess of YA Literature • Amazon, Barnes and Noble, Follett’s Titlewave, Bowker’s Books in Print—all have multiple reviews • Go to your public or school library Janet Hilbun

  23. Ask your readers—especially your teens • Conference exhibits Janet Hilbun

  24. All illustrations from: http://free-online-novels.com/graphic.html Janet Hilbun

More Related