p l i l l p p j p i p p i i p p p ^ II Mi l !«IWIH ,11!, i "»iii»n; mtmmmmwiyi i i i» .»! . i, 11 • i / • ; " , * ; v 7 • >•*.'; s " ; >'r,'»".'/ »*.'.* »';'>»';'; • i ; • * C«; • '.* • y'.*.* •*'.'/ • ' . ' /» i> »";*> -C ; • • C,"* £*/• •'«* • »'7/ >".'; »7/ •;"; • • • i ' . ' ; »'r.•*•/.'; w/•*;*> »? / • C; • c ; • i ' ;

* *"•»?" >'.'*'*.** \ \ 7 ; ' • ' . * / • * « , * ' « " • * y . ' . ' C , " » . ' » . • / * « 7 • » 7 / » 7 / * *«/* '«'< • C/*i ' J • » s ; » 7 / « 7 / • ; " > « • > • •

THIS ARTICLE IS INTENPEP FOR THOSE OF US WHO HAVE SAIL?, "GRAPHIC

NOVELS AREN'T MY THING: OR WHO WORK WITH TEACHERS, PARENTS, <?/?.

ADMINISTRATORS WHO HAVE SAIP SOMETHING LIKE: "GRAPHIC NOVELS ARE

NICE BUT THEY'RE NOT REAL REAPING." AS SOMEONE WHO SPEAKS WITH

SCHOOL LIBRARIANS, TEACHERS, PARENTS, ANP APMINISTRATORS ABOUT

USING; $CH&PL$> t W O i ^ ^ i

STATEMENTS QUITE OFTEN. THE AIM OF THIS ARTICLE IS NOT TO CONVINCE

THE NAYSAYERS TO LOVE GRAPHIC NOVELS THEMSELVES, BUT TO PEMON-

STRATE WHY GRAPHIC NOVELS ARE IMPORTANT TO LITERACY ANP EPUCA-

TION, ANP TO GIVE EPUCATORS TOOLS TO PEFENP INCLUSION OF GRAPHIC

NOVELS IN THE SCHOOL LIBRARY CURRICULUM ANP COLLECTION. IN OTHER

WORPS, I'P LIKE TO HELP TURN THE NAYSAYERS INTO "YAYSAYERS." m m m m m m m m > m m m m y * m x t \ ' ' i t i " I n M i i w w w ^ w w w i w w w i i II m i 111 III

1 2 Knowledge Quest | Getting to Know Graphic Novels

M a k i n g a n A r g u m e n t f o r G r a p h i c N o v e l s

A n i m p o r t a n t p o i n t t o n o t e at t h e

o u t s e t o f a n y d i s c u s s i o n a b o u t

t h e l e g i t i m a c y o f g r a p h i c n o v e l s

( i n c l u d i n g m a n g a ) is t h a t g r a p h i c

n o v e l s a r e t r u l y a f o r m a t f o r

l i t e r a t u r e , n o t a g e n r e . G r a p h i c

n o v e l s i n c l u d e g e n r e fiction s u c h as

r o m a n c e , m y s t e r y , s p o r t s , e t c . , b u t

a l s o r e l a y n o n f i c t i o n i n f o r m a t i o n

as w e l l . G r a p h i c n o v e l s a r e a f o r m a t

t h e s a m e way t h a t a u d i o b o o k s

a r e a f o r m a t f o r l i t e r a t u r e .

S i m i l a r l y , j u s t as t h e Y o u n g A d u l t

L i b r a r y S e r v i c e s A s s o c i a t i o n

( Y A L S A ) a n d t h e A s s o c i a t i o n

f o r L i b r a r y S e r v i c e s t o C h i l d r e n

( A L S C ) h a v e c r e a t e d t h e O d y s s e y

A w a r d f o r a u d i o b o o k s , g r a p h i c

n o v e l s h a v e t h e i r o w n r e c o g n i t i o n

i n t h e f o r m o f t h e G r e a t G r a p h i c

N o v e l s f o r T e e n s b o o k l i s t p u b l i s h e d

a n n u a l l y . I n a p r e s e n t a t i o n a t

A L A A n n u a l C o n f e r e n c e i n J u n e ,

K a r e n G a v i g a n ( 2 0 1 2 a ) n o t e d

t h a t t h e c r e a t i o n o f t h e G r e a t

G r a p h i c N o v e l s f o r T e e n s b o o k l i s t

i n 2 0 0 7 f o l l o w e d o n t h e h e e l s

o f p a s t s i g n i f i c a n t g r a p h i c - n o v e l

t r i u m p h s , s u c h as a s p e c i a l P u l i t z e r

P r i z e b e i n g a w a r d e d i n 1 9 9 2 t o

A r t S p i e g l e m a n f o r h i s b o o k Maus.

O t h e r m a j o r a w a r d s b e i n g g r a n t e d

t o g r a p h i c n o v e l s f o r y o u t h i n

r e c e n t y e a r s i n c l u d e : N a t i o n a l B o o k

A w a r d F i n a l i s t American Born Chinese

by G e n e L u e n Y a n g , S i b e r t H o n o r

b o o k To Dance b y S i e n a C h e r s o n

S i e g e l a n d M a r k S i e g e l , S c o t t

O ' D e l l A w a r d w i n n e r Storm in the

Barn by M a t t P h e l a n , a n d C o r e t t a

S c o t t K i n g A u t h o r H o n o r w i n n e r

Yumny by G . N e r i . T h e s e b o o k s a n d

o t h e r s h a v e a l s o a p p e a r e d o n t h e

b o o k / m e d i a a w a r d l i s t s p u b l i s h e d

b y Y A L S A a n d t h e A s s o c i a t i o n

f o r L i b r a r y S e r v i c e s t o C h i l d r e n .

N o t o n l y d o c r i t i c s c o n s i d e r

s o m e g r a p h i c n o v e l s a p p e a l i n g ;

s a l e s r e c o r d s s h o w t h a t k i d s d o

t o o . Publisher's Weekly r e p o r t e d

t h a t s a l e s o f g r a p h i c n o v e l s i n

2 0 I X r e a c h e d $ 3 4 0 m i l l i o n a n d

i n c l u d e d a r a p i d l y g r o w i n g m a r k e t

o f g r a p h i c n o v e l s f o r c h i l d r e n .

A d d i t i o n a l l y , t h e sa l e s o f d i g i t a l

g r a p h i c n o v e l s h a v e d o u b l e d s i n c e

2 0 I 0 ( M a c D o n a l d a n d R e i d 2 0 I l ) .

I n t e l l e c t u a l F r e e d o m a n d G r a p h i c Nove l s

C o m i c s a n d c e n s o r s h i p h a v e a

l o n g a n d s t o r i e d h i s t o r y t o g e t h e r .

U n f o r t u n a t e l y , t h e t e r m " g r a p h i c "

i n g r a p h i c n o v e l s s o m e t i m e s c a u s e s

t h o s e u n f a m i l i a r w i t h t h e f o r m a t t o

t h i n k o f n o t i c e s f r o m v a r i o u s m e d i a

r e g u l a t o r s t h a t m o v i e s , m u s i c , e t c .

c o n t a i n g r a p h i c l a n g u a g e , sex , o r

v i o l e n c e . I w a s c o n f r o n t e d w i t h

Volume 41, No. 3 | January/February 201 3 13

THE USE OF GRAPHIC

NOVELS IN THE CURRICULUM

CAN HELP US BETTER

PREPARE STUPENTS FOR

THE LITERACY PEMANPS

OF THEIR FUTURES.

i x mm

STUPENTS TEXT, TWE$fo

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THE WAY IN WHICH THESE AF-

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INFORMATION WORK TOGETHER

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GRAPHIC NOVELS USE TEXT ANP

IMAGE W CONVEY MEANING.

t h i s u n f o r t u n a t e a m a l g a m a t i o n o f

c o n c e p t s w h e n I b e g a n c o n d u c t i n g

r e s e a r c h f o r m y d i s s e r t a t i o n . I

w a n t e d t o s p e a k w i t h h i g h s c h o o l

s t u d e n t s a b o u t a s a m p l e o f g r a p h i c

n o v e l s I h a d c h o s e n f r o m t h e

G r e a t G r a p h i c N o v e l s f o r T e e n s

b o o k l i s t . T o b e p e r m i t t e d t o s p e a k

w i t h t h e s t u d e n t s , I n e e d e d t o

o b t a i n a p p r o v a l f r o m t h e s c h o o l

d i s t r i c t s a s s i s t a n t s u p e r i n t e n d e n t .

T h e a s s i s t a n t s u p e r i n t e n d e n t

d e n i e d m y r e q u e s t , s t a t i n g t h a t

g r a p h i c n o v e l s w e r e t o o v i o l e n t

a n d e x p l i c i t t o s h o w t o h i g h s c h o o l

s t u d e n t s . I r e s u b m i t t e d m y r e q u e s t

a n d a t t a c h e d c o p i e s o f s a m p l e

p a g e s f r o m e a c h o f t h e g r a p h i c

n o v e l s I w o u l d u s e , d e m o n s t r a t i n g

t h a t t h e o n l y " g r a p h i c " a s p e c t s

t o t h e s e g r a p h i c n o v e l s w e r e t h e

i l l u s t r a t i o n s . T h e a d m i n i s t r a t o r

t h e n a p p r o v e d m y r e q u e s t .

T h a t i n c i d e n t i m p r e s s e d u p o n

m e t h e n e e d f o r s c h o o l l i b r a r i a n s

t o b e a b l e t o t a l k w i t h t h e s c h o o l

c o m m u n i t y a b o u t w h a t g r a p h i c

n o v e l s a r e , w h a t r o l e t h e y h o l d

i n o u r s t u d e n t s ' p u r s u i t s o f

e d u c a t i o n a n d e n j o y m e n t , a n d

why t h e y d e s e r v e a p l a c e i n o u r

s c h o o l s . A p p e a r i n g a t t h e e n d o f t h e

a r t i c l e is a l i s t o f o n l i n e r e s o u r c e s

t h a t f o c u s o n g r a p h i c n o v e l s a n d

c e n s o r s h i p . T h e f i r s t l i n k l i s t e d

is " G r a p h i c N o v e l s : S u g g e s t i o n s f o r

L i b r a r i a n s , " a b r o c h u r e c o a u t h o r e d

by t h e N a t i o n a l C o a l i t i o n A g a i n s t

C e n s o r s h i p , t h e C o m i c B o o k L e g a l

D e f e n s e F u n d ( C B L D F ) a n d A L A .

T h i s b r o c h u r e g ive s s u g g e s t i o n s

a b o u t , a m o n g o t h e r t h i n g s , w h e r e

t o s h e l v e g r a p h i c n o v e l s a n d h o w t o

h a n d l e c h a l l e n g e s . T h e C B L D F a l s o

1 2 Knowledge Quest | Getting to Know Graphic Novels

s u p p o r t s l i b r a r i a n s b y p r o v i d i n g

" l e g a l r e f e r r a l s , r e p r e s e n t a t i o n ,

a d v i c e , a s s i s t a n c e , a n d e d u c a t i o n "

t o h e l p p r o t e c t o u r p a t r o n s ' F i r s t

A m e n d m e n t r i g h t s ( C B L D F 2 0 1 2 ) .

W h a t R e s e a r c h T e l l s U s A b o u t G r a p h i c Nove l s a n d E d u c a t i o n

T h e i n c l u s i o n a n d u s e o f g r a p h i c

n o v e l s i n t h e s c h o o l l i b r a r y a n d

c u r r i c u l u m is n o l o n g e r a m a t t e r

o f " i f " b u t " h o w " ( G a v i g a n 2 0 1 2 b ) .

R e s e a r c h e r s h a v e d e m o n s t r a t e d

t h a t g r a p h i c n o v e l s h e l p m a k e

t h e c u r r i c u l u m m o r e r e l e v a n t

f o r s t u d e n t s by a l l o w i n g t h e m t o

c o n n e c t w i t h a n d e x p l o r e p o p u l a r

c u l t u r e ( A l v e r m a n n a n d X u 2 0 0 3 ;

S c h w a r z 2 0 0 6 ; X u , S a w y e r , a n d

Z u n i c h 2 0 0 5 ) . E d u c a t o r s c a n

a l s o t a k e a d v a n t a g e o f t h e way i n

w h i c h c h i l d r e n c o m m u n i c a t e w i t h

e a c h o t h e r t o d a y . A s o u r s t u d e n t s

t e x t , t w e e t , a n d s e n d p h o t o s o f

t h e m s e l v e s t o e a c h o t h e r , t h e y

a r e u s i n g b o t h t e x t a n d i m a g e s

t o c r e a t e a n d p r o c e s s i d e a s a n d

i n f o r m a t i o n . T h e way i n w h i c h

t h e s e d i f f e r e n t m o d e s o f p r e s e n t i n g

i n f o r m a t i o n w o r k t o g e t h e r t o

c r e a t e m e a n i n g is v e r y s i m i l a r t o

t h e way t h a t g r a p h i c n o v e l s u s e

t e x t a n d i m a g e t o c o n v e y m e a n i n g .

A s A A S L h a s n o t e d , " M u l t i p l e

l i t e r a c i e s , i n c l u d i n g d i g i t a l , v i s u a l ,

t e x t u a l , a n d t e c h n o l o g i c a l , h a v e

n o w j o i n e d i n f o r m a t i o n l i t e r a c y

as c r u c i a l s k i l l s f o r t h i s c e n t u r y "

( 2 0 0 7 , 3 ) . T h e u s e o f g r a p h i c

n o v e l s i n t h e c u r r i c u l u m c a n h e l p

u s b e t t e r p r e p a r e s t u d e n t s f o r t h e

l i t e r a c y d e m a n d s o f t h e i r f u t u r e s .

I n h i s m a n y s t u d i e s c o n c e r n i n g

r e s e a r c h o n y o u t h l i t e r a c y , S t e p h e n

K r a s h e n h a s f o u n d t h a t c o m i c s

a n d g r a p h i c n o v e l s o f f e r 2 0

p e r c e n t m o r e r a r e v o c a b u l a r y t h a n

t r a d i t i o n a l c h a p t e r b o o k s ( 2 0 0 4 ) -

K r a s h e n h a s a l s o d i s c o v e r e d t h a t

g r a p h i c n o v e l s a r e b e n e f i c i a l t o t h e

l i t e r a c y d e v e l o p m e n t o f E n g l i s h

L a n g u a g e L e a r n e r s ( E L L ) a n d

l o w - l e v e l r e a d i n g s t u d e n t s ( U j i i e

a n d K r a s h e n 1 9 9 6 ) , a n d t h a t

g r a p h i c n o v e l s h e l p s t u d e n t s d e v e l o p

a t a s t e f o r r e a d i n g a n d s e r v e as a

b r i d g e t o o t h e r t y p e s o f l i t e r a t u r e

( K r a s h e n 2 0 0 4 ; U j i i e a n d K r a s h e n

1 9 9 6 ) . W r i t i n g i n d e p e n d e n t l y ,

b o t h S t e p h e n C a r y ( 2 0 0 4 ) a n d

S t e p h e n K r a s h e n ( 2 0 0 4 ) f o u n d

t h a t b o y s o f t e n c h o o s e g r a p h i c

n o v e l s w h e n g i v e n t h e o p p o r t u n i t y

t o s e l e c t r e a d i n g m a t e r i a l s .

C o n c e r n i n g t h e way t h a t g r a p h i c

n o v e l s r e l a t e t o g e n d e r , r e s e a r c h

i n d i c a t e s t h a t m a l e s r e s p o n d

p o s i t i v e l y t o t h e i m a g e / t e x t

c o m b i n a t i o n o f g r a p h i c n o v e l s

b e c a u s e t h e y a r e m o r e v i s u a l l y /

s p a t i a l l y o r i e n t e d l e a r n e r s ( O n t a r i o

M i n . o f E d . 2 0 0 4 ; S m i t h a n d

W i l h e l m 2 0 0 2 ) . K a r e n G a v i g a n

( 2 0 1 1 ) f o u n d t h a t t h o s e s t r u g g l i n g

m a l e a d o l e s c e n t r e a d e r s w h o

e n g a g e d w i t h g r a p h i c n o v e l s f e l t

m o r e c o n f i d e n c e as r e a d e r s , a n d

w e r e e n c o u r a g e d a n d m o t i v a t e d

t o r e a d m o r e o f t e n . I h a v e f o u n d

t h a t m a l e a n d f e m a l e h i g h s c h o o l

s t u d e n t s e n j o y e d r e a d i n g g r a p h i c

n o v e l s , b u t t o v a r y i n g d e g r e e s ,

w i t h m a l e s t u d e n t s e x p r e s s i n g

m o r e e n j o y m e n t i n u n d e r s t a n d i n g

t h e a u t h o r a n d i l l u s t r a t o r ' s

f u l l i n t e n t i o n t h r o u g h t e x t a n d

v i s u a l s , a n d f e m a l e s t u d e n t s

c o n v e y i n g t h a t t h e y p r e f e r r e d t o

s w i t c h t h e i r g r a p h i c n o v e l r e a d i n g

w i t h t r a d i t i o n a l n o v e l r e a d i n g

t o m o r e f u l l y e x e r c i s e t h e i r

i m a g i n a t i o n s ( M o e l l e r 2 0 I l ) .

V a r i o u s o t h e r f a c e t s o f i n d i v i d u a l

s t u d e n t s ' l e a r n i n g n e e d s h a v e a l s o

b e e n c o n n e c t e d t o r e a d i n g g r a p h i c

n o v e l s . S t u d i e s h a v e s h o w n t h a t

e n g a g e m e n t w i t h g r a p h i c n o v e l s

h a s i n c r e a s e d t h e r e a d i n g i n t e r e s t s

a m o n g s t u d e n t s w i t h d i s a b i l i t i e s

( G a v i g a n 2 0 I I ; S m e t a n a a n d

G r i s h a m 2 0 1 2 ) a n d t h a t t h e h i g h -

i n t e r e s t t o p i c s a n d v i s u a l s u p p o r t

o f g r a p h i c n o v e l s w e r e b e n e f i c i a l t o

E L L s t u d e n t s ( C a r y 2 0 0 4 ; C h u n

2 0 0 9 ; L i u 2 0 0 4 ; R a n k e r 2 0 0 7 ) .

F i n a l l y , r e s e a r c h i n l e a r n i n g a n d

b r a i n a c t i v i t y s h o w s t h a t we e n g a g e

b o t h t h e b a c k a n d f r o n t a l c o r t e x

f u n c t i o n s o f t h e b r a i n as w e c r e a t e

m e a n i n g w i t h t h e u s e o f v i s u a l s ,

m a k i n g t h i s t y p e o f l e a r n i n g h i g h l y

b r a i n - c o m p a t i b l e ( Z u l l 2 0 I l ) .

G r a p h i c Nove l s a n d t h e C o m m o n C o r e S t a n d a r d s

M o s t o f e d u c a t i o n t o d a y h a s

t u r n e d i t s a t t e n t i o n t o h o w t o h e l p

s t u d e n t s f u l f i l l t h e C o m m o n C o r e

S t a n d a r d s . I n a d d i t i o n t o t h e s e

s t a n d a r d s , s c h o o l l i b r a r i a n s a l s o

n e e d t o l o o k f o r o p p o r t u n i t i e s

t o i n c o r p o r a t e A A S L ' s Standards

for the 21st Centuiy Learner < w w w . a l a .

o r g / a a s l / s t a n d a r d s > i n t o s t u d e n t

l e a r n i n g . " U n d e r s t a n d i n g t h e

i m p o r t a n c e t h a t t h e A A S L a n d t h e

C o m m o n C o r e S t a n d a r d s I n i t i a t i v e

p l a c e o n g r a p h i c n o v e l s c a n h e l p

l i b r a r i a n s a n d t h e i r s t a k e h o l d e r s

v a l u e t h e r o l e t h a t g r a p h i c n o v e l s

Volume 41, No. 3 | January/February 201 3 17

tmiméiütmm I H Ii 111

c a n p l a y i n s u p p o r t i n g t h e i r s c h o o l ' s

c u r r i c u l u m " ( G a v i g a n 2 0 1 2 a ) .

K a r e n G a v i g a n h a s d e s c r i b e d

a f e w e x a m p l e s o f t h e C o m m o n

C o r e S t a n d a r d s t h a t c o u l d r e f l e c t

t h e u s e o f g r a p h i c n o v e l s :

G r a d e 2 , R e a d i n g S t a n d a r d J :

U s e i n f o r m a t i o n g a i n e d f r o m

t h e i l l u s t r a t i o n s a n d w o r d s

i n a p r i n t o r d i g i t a l t e x t t o

d e m o n s t r a t e u n d e r s t a n d i n g o f

i t s c h a r a c t e r s , s e t t i n g , o r p l o t .

G r a d e 5> R e a d i n g S t a n d a r d

7: A n a l y z e h o w v i s u a l a n d

m u l t i m e d i a e l e m e n t s c o n t r i b u t e

t o t h e m e a n i n g , t o n e , o r b e a u t y

o f a t e x t ( e .g . , g r a p h i c n o v e l ,

m u l t i m e d i a p r e s e n t a t i o n o f

f i c t i o n , f o l k t a l e , m y t h , p o e m ) .

G r a d e s 6—12, S t a n d a r d IO :

R a n g e , Q u a l i t y , a n d C o m p l e x i t y

o f S t u d e n t R e a d i n g : I n c l u d e s

t h e s u b g e n r e s o f a d v e n t u r e

s t o r i e s , h i s t o r i c a l f i c t i o n ,

m y s t e r i e s , m y t h s , s c i e n c e f i c t i o n ,

r e a l i s t i c f i c t i o n , a l l e g o r i e s ,

p a r o d i e s , s a t i r e , a n d g r a p h i c

n o v e l s . ( G a v i g a n 2 0 1 2 b , 2 l )

A A S L ' s Standards for the 21st-century

Leaner ( 2 0 0 7 ) e m p h a s i z e t h a t t h e

d e f i n i t i o n o f " i n f o r m a t i o n l i t e r a c y "

h a s b e e n t r a n s f o r m e d t o i n c l u d e

m u l t i p l e l i t e r a c i e s s u c h as t e x t u a l ,

d i g i t a l , t e c h n o l o g i c a l , a n d v i s u a l .

T h i s r e c o g n i t i o n o f t h e i m p o r t a n c e

o f m u l t i p l e l i t e r a c i e s c a n b e f o u n d

t h r o u g h o u t t h e s t a n d a r d s . T h e

f o l l o w i n g a r e a f e w e x a m p l e s :

1 .1 .6 R e a d , v iew, a n d l i s t e n f o r

i n f o r m a t i o n p r e s e n t e d i n a n y

f o r m a t (e .g . , t e x t u a l , v i s u a l ,

m e d i a , d i g i t a l ) i n o r d e r t o m a k e

i n f e r e n c e s a n d g a t h e r m e a n i n g .

2 . 1 . 6 U s e t h e w r i t i n g p r o c e s s ,

m e d i a a n d v i s u a l l i t e r a c y ,

a n d t e c h n o l o g y s k i l l s t o

c r e a t e p r o d u c t s t h a t e x p r e s s

n e w u n d e r s t a n d i n g s .

3 . I . 4 U s e t e c h n o l o g y a n d

o t h e r i n f o r m a t i o n t o o l s [I

would include such information skills

as visual literacy] t o o r g a n i z e

a n d d i s p l a y k n o w l e d g e a n d

u n d e r s t a n d i n g i n ways t h a t

o t h e r s c a n v iew, u s e , a n d a s s e s s .

4 . I . 4 S e e k i n f o r m a t i o n

f o r p e r s o n a l l e a r n i n g i n

a v a r i e t y o f f o r m a t s a n d

g e n r e s . ( 2 0 0 7 , 4 , 5 , 6 , 7)

A s s c h o o l l i b r a r i a n s a r e

c o n c e r n e d w i t h b o t h s t u d e n t

l e a r n i n g a n d s t u d e n t a cce s s t o

i n f o r m a t i o n , i t is i m p o r t a n t t o

k e e p i n m i n d t h e v a l u a b l e r o l e

t h a t g r a p h i c n o v e l s c a n p l a y i n

o u r c u r r i c u l u m a n d c o l l e c t i o n s .

D u r i n g a r e c e n t p r e s e n t a t i o n , J o s h

E l d e r , f o u n d e r o f t h e o r g a n i z a t i o n

R e a d i n g w i t h P i c t u r e s , s a i d , " b y

s y n t h e s i z i n g w o r d s a n d p i c t u r e s ,

c o m i c s c o n v e y i n f o r m a t i o n m o r e

e f f i c i e n t l y t h a n w o r d s a l o n e " ( E l d e r

2 0 I 2 ) . E s s e n t i a l l y , g r a p h i c n o v e l s

a l l o w e d u c a t o r s t o d o so m u c h m o r e

a n d d o t h i n g s d i f f e r e n t l y t h a n

u s i n g o n l y t r a d i t i o n a l t e x t s . W i t h

t h e s u p p o r t o f r e s e a r c h , a w a r d s ,

a n d c u r r i c u l u m c o n n e c t i o n s ,

y o u c a n m a k e " y a y s a y e r s " o f

g r a p h i c n o v e l n a y s a y e r s .

G r a p h i c N o v e l s M e n t i o n e d

: '•: ¿w>ywVaôïg/off ié És/si-teV/aTi: ? r g.of f ices / ;

wKV. « i W<:cT>t.;''i ri^xlo/tv i;ai i IV

Select ive B i b l i o g r a p h y of

P r o f e s s i o n a l R e s o u r c e s

Baiìs, Maureen: 2012 . the Graphic Xtrùé} -Cilisswoni: Powerful Teaching arid Learning icilh •Images. Thousand Oaks; GA: Corwin.

Bìiz, Michael, 2Q10J.When Commas Mce) .. IxQ-ptotiti? .Clas'ì'rQóm Lcswnì frQm the Cotnu -. Book Project. N'evf York. "Teacher's College Treis. .'.V.'

'Brenner,. Robin. 20P7- Understanding Màngó. ' . and Anime: Vv'estpórt, CTV "Libraries . .

L n l j m i t e c i ' . -,

Càrter . J . Bucky.. Ì 0 Ó 7 . Building Literacy . Connections with Grqphic \otiels: Page by Page-, .

.Panel by Panel. U rbana. IL.:. SCTl l . " '

' . Cómk'iof. Workin the Multilingual Gl'àssroomi/. . I tórismauth. NU- H e i n e m a n n .

Cornóg , Martha, and Timothy l 'erper.

InsightsontlIssues.(orLibraries. Santa • ßiirbara. CA: Libraries Unl imi ted . •

Fie\ , ISVncy, an'ci Douglas Fisher. 2Ó'q8. Tear,hing.Vi suql Literacy: ÜMvgßuviic ÌBóoJis',

; ,-.Grpphlc Niiveh,; Äiyrttitr,-Cor'tootii-,'- and Mòre v "•. .. to pei

Thomar id OaV.s, CA: Corwin.

Gavigan. Karen W.. ¿ indMindy .'lorita.veVii-h. ; i ÖU . Connecting Cornicilo.Curriculum: .Strategies furGrades ,S'~fs. Saiita Barbara. CA; Libràrie;; Unlit t j i ted.

Goldsmith. .Fra hciscà. 2 0 o g . Graphic .\'aueli : ¿fon'i'Builài'ng. Managing, and Markelinga .

: ' Ihnarnic Colltcttön. Chicago: ALA.

•.•''.''••.' 20Jt0. Readers'AdJ/isò'ty Guide to Graphic ' N t ò V Chicago: ALA.

K a n , Kai. 201Q. GruphkNùùeìs and Cernili '•:. Bxtoh New York: H. W. Wihun .

VhlU'j. Stephen. 2 0 0 5 . Deuclnping.vnd • • Pmmolrng Craphu Np.vel Collections. New-York-Keal Sc.tmman.

M ö n n i n . Katie. 2 0 f 0 . Teaching Graphic Novcli:

:KLA.C}asfroam.. Qiinesvi\\e, FJL: Mau.pitv \ . • Klonsc- . . '•.'•.'• '•• -'•.*•'•'•.' ' •;• '• v. • • '.'. • • '• •

MMMMMMtMMMMMWlM mm» mm

O n l i n e P r o f e s s i o n a l R e s o u r c e s f o r S c h o o l L i b r a r i a n s a n d T e a c h e r s

C o m i c s i n E d u c a t i o n

< w w w . h u m b l e c o m i c s . c o m /

c o m i c s e d u / i n d e x . h t m l >

C o m i c s i n t h e C l a s s r o o m

C c o m i c s i n t h e c l a s s r o o m .

b l o g s p o t . c o m >

G r a p h i c C l a s s r o o m < w w w .

g r a p h i c c l a s s r o o m . o r g >

G r a p h i c N o v e l R e p o r t e r < w w w .

g r a p h i c n o v e l r e p o r t e r . c o m >

G r a p h i c N o v e l R e s o u r c e s

< g r a p h i c n o v e l r e s o u r c e s .

b l o g s p o t . c o m >

G r e a t G r a p h i c N o v e l s f o r T e e n s

( Y A L S A ) < w w w . a l a . o r g / y a l s a / g g n t >

L i b r a r i a n ' s G u i d e t o A n i m e

a n d M a n g a < w w w . k o y a g i .

c o m / L i b g u i d e . h t m l >

N o F l y i n g N o T i g h t s < w w w .

n o f l y i n g n o t i g h t s . c o m >

R e a d i n g w i t h P i c t u r e s < w w w .

r e a d i n g w i t h p i c t u r e s . o r g >

R o b i n M o e l l e r is

an assistant professor

of library science at

Appalachian State

University in Boone,

North Carolina. Before becoming a professor,

she was a high school librarian who became

interested in graphic novels. Her research

interests involve visual representations of

information as thej relate toyouth media and

schooling.

W o r k s C i t e d :

A l v e r m a n n , D o n n a E . , a n d Shelley H . X u . 2 0 0 3 . " C h i l d r e n ' s Everyday Li teracies: I n t e r s ec t i ons of P o p u l a r C u l t u r e a n d Language Ar t s I n s t r u c t i o n across t h e C u r r i c u l u m . " Language Arts 81 (2) 14.5—54.

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C h u n , C h r i s t i a n W. 2 0 0 9 . "Cr i t i ca l Li teracies a n d G r a p h i c Novels f o r Engl ish Language L e a r n e r s : T e a c h i n g ' M a u s ' . "Journal of Adolescent & Adult Literacy 5 3 (2 ) : 1 4 4 - 5 3 .

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us> (accessed August 17, 2 0 1 2 ) .

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A n n u a l C o n f e r e n c e , J u n e 2 3 . A n a h e i m , CA.

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. 2 0 1 2 a . " C o n v i n c i n g t h e Naysayers: Why G r a p h i c Novels Deserve a Leg i t imate Place o n Y o u r L ib ra ry Shelves." P r e s e n t a t i o n at the A m e r i c a n L ib ra ry Assoc ia t ion A n n u a l C o n f e r e n c e . J u n e 2 3 . A n a h e i m , CA.

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