1 / 21

Debased Text vs. Multi-modal Text

Debased Text vs. Multi-modal Text. Are comics “Thrice damned”?* Complexity** Meaning*** Defining legitimate text**** Academic libraries*****

millie
Download Presentation

Debased Text vs. Multi-modal Text

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. Debased Text vs. Multi-modal Text • Are comics “Thrice damned”?* • Complexity** • Meaning*** • Defining legitimate text**** • Academic libraries***** *Locke, Simon. “Fantastically Reasonable: Ambivalence in the Representation of Science and Technology in Super-hero Comics.” Public Understanding of Science 14.1 (2005): 25–46. **Serafini, Frank. “Expanding Perspectives for Comprehending Visual Images in Multimodal Texts.” Journal of Adolescent & Adult Literacy 54.5 (2011): 342–350. ***Jacobs, Dale. “More Than Words: Comics as a Means of Teaching Multiple Literacies.” The English Journal 96.3 (2007): 19–25. ****Botzakis, Stergios. “Adult Fans of Comic Books: What They Get Out of Reading.” Journal of Adolescent & Adult Literacy 53.1 (2009): 50–59. *****Toren, Beth Jane. “Bam! Pow! Graphic Novels Fight Stereotypes in Academic Libraries: Supporting, Collecting, Promoting.” Technical Services Quarterly 28.1 (2010): 55–69.

  2. UTILITYPractical Application • As an Instructional Tool… • Attitudinal and Technical Instruction as per Eisner

  3. Attitudinal and Technical Instruction

  4. Technical Instruction

  5. UTILITYPractical Application • As an Instructional Tool… • Attitudinal and Technical Instruction as per Eisner • A means of communicating with students challenged by traditional texts* *Gretchen Schwarz, “Expanding Literacies through Graphic Novels,” The English Journal 95.6 (2006): 58-64.

  6. UTILITYPractical Application • As an Instructional Tool… • Attitudinal and Technical Instruction as per Eisner • A means of communicating with students challenged by traditional texts* • A way to shake up the learning experience and go beyond traditional prose** *Gretchen Schwarz, “Expanding Literacies through Graphic Novels,” The English Journal 95.6 (2006): 58-64. **Downey, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,” Reference & User Services Quarterly 49.2 (2009): 181-188.

  7. UTILITYPractical Application • As an Instructional Tool… • Attitudinal and Technical Instruction as per Eisner • A means of communicating with students challenged by traditional texts* • A way to shake up the learning experience and go beyond traditional prose** • Add vibrancy to the classroom *Gretchen Schwarz, “Expanding Literacies through Graphic Novels,” The English Journal 95.6 (2006): 58-64. **Downey, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,” Reference & User Services Quarterly 49.2 (2009): 181-188.

  8. UTILITYPractical Application • As an Instructional Tool… • Attitudinal and Technical Instruction as per Eisner • A means of communicating with students challenged by traditional texts* • A way to shake up the learning experience and go beyond traditional prose** • 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. **Downey, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,” Reference & User Services Quarterly 49.2 (2009): 181-188. ***Jeremy Short and Terrie Reeves. “The Graphic Novel: A ‘Cool’ Format for Communicating to Generation Y,” Business Communications Quarterly 72.4 (2009): 414-430.

  9. UTILITYPractical Application • As an Instructional Tool… • Attitudinal and Technical Instruction as per Eisner • A means of communicating with students challenged by traditional texts* • A way to shake up the learning experience and go beyond traditional prose** • Add vibrancy to the classroom • Engages the student in an era of distraction*** • Reveals the evolutionary nature of modern media *Gretchen Schwarz, “Expanding Literacies through Graphic Novels,” The English Journal 95.6 (2006): 58-64. **Downey, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,” Reference & User Services Quarterly 49.2 (2009): 181-188. ***Jeremy Short and Terrie Reeves. “The Graphic Novel: A ‘Cool’ Format for Communicating to Generation Y,” Business Communications Quarterly 72.4 (2009): 414-430.

  10. UTILITYPractical Application • As an Instructional Tool… • Attitudinal and Technical Instruction as per Eisner • A means of communicating with students challenged by traditional texts* • A way to shake up the learning experience and go beyond traditional prose** • Add vibrancy to the classroom • Engages the student in an era of distraction*** • Reveals the evolutionary nature of modern media • Text + illustration = ? • Advantages over text alone**** • Memory • Sense of Authority • Pace • Emotion • Accessibility • Attraction *Schwarz, Gretchen. “Expanding Literacies through Graphic Novels,” The English Journal 95.6 (2006): 58-64. **Downey, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,” Reference & User Services Quarterly 49.2 (2009): 181-188. ***Short, Jeremy and Terrie Reeves. “The Graphic Novel: A ‘Cool’ Format for Communicating to Generation Y,” Business Communications Quarterly 72.4 (2009): 414-430. ****S. W. Smith. “Academaesthetics: How the Essay and Comic can Save Each Other.” Text, 11.2 (2007): 1–55.

  11. UTILITYPractical Application • As an Instructional Tool… • Non-majors and “weaker” students* • Comics as outsiders** • Participatory*** • Preference**** • Humor***** • Promotion/Advocacy *Hosler, J, and K. B. Boomer. “Are Comic Books an Effective Way to Engage Nonmajorsin Learning and Appreciating Science?” CBE Life Sciences Education10.3 (2011): 309–317. **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. ***Smith. (2007). ****Webb, E. N. et al. “Wham! Pow! Comics as User Assistance.” Journal of Usability Studies 7.3 (2012): 105–117. *****Kennepohl, Dietmar, and Herbert W. Roesky. “Drawing Attention with Chemistry Cartoons.” Journal of Chemical Education 85.10 (2008): 1355–1360.

  12. UTILITYPractical Application • As an Instructional Tool… • Story/Narrative • Modeling • Situational • Dispels Stereotypes • Motivation • Multiple Voices • 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 (2007).

  13. Use of Comics in the College Classroom • Teacher Education* • Management and Business Ethics** • Sociology*** • History**** • Science***** *Herbst, Patricio et al. “Using Comics-based Representations of Teaching, and Technology, to Bring Practice to Teacher Education Courses.” ZDM 43.1 (2010): 91–103. **Short (2009) and Gerde, Virginia W., and R. Spencer Foster. “X-Men ethics: Using Comic Books to Teach Business Ethics.” Journal of Business Ethics 77.3 (2008): 245–258. ***Hall, Kelley J., and Betsy Lucal. “Tapping into Parallel Universes: Using Superhero Comic Books in Sociology Courses.” Teaching Sociology 27.1 (1999): 60–66. ****Decker, Alicia C., and Mauricio Castro. “Teaching History with Comic Books: A Case Study of Violence, War, and the Graphic Novel.” History Teacher 45.2 (2012): 169–188. *****Hosler (2011) and Tatalovic, M. “Science Comics as Tools for Science Education and Communication: A Brief, Exploratory Study.” SISSA 8.4 (2009): 1–17.

  14. Student-Produced Comics • Student-created comics can impel students to use the following strategies* • Decide important points • Relate ideas to their own lives • Summarize • Fill in points not explicitly made • Make inferences • Ask questions *Engler, Steve, Christopher Hoskins, and Sylvan Payne. “Computer-produced Comics as a Means of Summarising Academic Readings in EAP Programs.” International Journal of Pedagogies and Learning 4.4 (2008): 19–33.

  15. Student-Produced Comics • Back to the Narrative – looking at the research process through comics* • Student need to be heard • A way to reflect • Critical thinking and questioning assumptions • Framing themselves as characters • The drama and conflict of research • Attempt to validate student experience *Adapted from DetmeringR., and Johnson A.M. “‘Research Papers have Always Seemed Very Daunting’: Information Literacy Narratives and the Student Research Experience.” Portal 12.1 (2012): 5–22.

  16. Student-Produced Comics • Comic Life - http://comiclife.com/ • ComicBook! – find it in iTunes • Pixton – www.pixton.com • Design Comics - http://www.designcomics.org/

  17. New Directions • Student buy-in? • Full-length textbook • Implementation of student-produced comics

  18. AND they’re enjoyable as literature in their own right! Every artistic or literary medium has its masterpieces…works deserving of attention and study. Entertainment and education, one and the same! Graphic literature IS literature.

  19. Recommended Reading Abraham, Linus. “Effectiveness of Cartoons as a Uniquely Visual Medium for Orienting Social Issues.” Journalism & Communication Monographs 11.2 (2009): 120. Downey, Elizabeth. “Graphic Novels in Curriculum and Instruction Collections,” Reference & User Services Quarterly 49.2 (2009): 181-188. Eisner, Will. Comics & Sequential Art. Tamarac, FL: Poorhouse Press, 1985. ---. Graphic Storytelling & Visual Narrative. Tamarac, FL: Poorhouse Press, 1996. Hall, Mike and Matt Upson. Library of the Living Dead: Your Guide to Miller Library at McPherson College. McPherson, KS: Atomic Raygun Comics, 2011. McCloud, Scott. Understanding Comics: The Invisible Art. New York: HarperCollins, 1994. ---. Making Comics. New York: HarperCollins, 2006. McLuhan, Marshall. “Classroom Without Walls.” Explorations in Communication: An Anthology Eds. Edmund Carpenter and Marshall McLuhan. Boston: Beacon Press, 3. O’English, Lorena, J. Gregory Matthews, and Elizabeth Blakesley Lindsay. “Graphic Novels in Academic Libraries: From Maus to Manga and Beyond.” The Journal of Academic Librarianship 32.2 (2006): 173-182. Schwarz, Gretchen. “Chapter 4: Graphic Novels—New Sites of Possibility in the Secondary Curriculum.” Curriculum and Teaching Dialogue 12.1 (2009): 53-65. ---. “Expanding Literacies through Graphic Novels,” The English Journal 95.6 (2006): 58-64. ---. “Media Literacy, Graphic Novels and Social Issues.” Simile 7.4 (2007), Special Section: 1-11. Short, Jeremy and Terrie Reeves. “The Graphic Novel: A ‘Cool’ Format for Communicating to Generation Y.” Business Communications Quarterly 72.4 (2009): 414-430. atomicrayguncomics@gmail.com http://www.cmichaelhall.com

More Related