Skip to content
2018
Volume 95, Issue 5
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402
side by side viewer icon HTML

Abstract

In this column, we propose six literature circle roles for students to discuss comics and graphic novels (graphica)in ELA classrooms.

Loading

Article metrics loading...

/content/journals/10.58680/la201829587
2018-05-01
2024-12-11
Loading full text...

Full text loading...

/deliver/fulltext/la/95/5/languagearts29587.html?itemId=/content/journals/10.58680/la201829587&mimeType=html&fmt=ahah

References

  1. InTarbox G. AAbate M. A.Eds 2017) Graphic novels for children and young adults: A collection of critical essays. Jackson, MS: University Press of Mississippi. ISBN 978-1-4968-1167-7 This anthology features critical examinations of children’s and YA graphica in terms of pedagogy, gender/sexuality, identity, structure, and transmedia. Essays reflect critical issues in comics scholarship and children’s literature from numerous disciplinary perspectives..
    [Google Scholar]
  2. Sousanis N (2015) Unflattening. Cambridge, MA, Harvard University Press. ISBN 978-0-674-74443-1 Unflattening is an experiment in visual thinking that argues against the primacy of words in Western culture. The book’s multimodal shapeshifting is meant to teach readers to perceive the world in ways beyond the usual, a type of narrow thinking Sousanis calls “flatness.” Unflattening is an inquiry into the ways humans visually construct knowledge..
    [Google Scholar]
  3. Boerman-Cornell W. (2016) The intersection of words and pictures: Second through fourth graders read graphic novels. The Reading Teacher, 70, 327–335.
    [Google Scholar]
  4. Connors S. P (2012) Weaving multimodal meaning in a graphic novel reading group. Visual Communication, 12, 27–53.
    [Google Scholar]
  5. Dallacqua A. K. (2012) Exploring literary devices in graphic novels. Language Arts, 89, 365–378.
    [Google Scholar]
  6. Daniels H (2002) Literature circles: Voice and choice in book clubs and reading groups. 2nd ed. Portland, ME, Stenhouse.
    [Google Scholar]
  7. Flannery M. E (2016) November, 7. From fringe to main-stream: Graphic novels in the classroom. NEA Today. Retrieved from http://neatoday.org/2016/11/07/graphic-novels-in-the-classroom/.
    [Google Scholar]
  8. Hatfeld CSvonkin C. (2012) Why comics are and are not picture books: Introduction. Children’s Literature Association Quarterly, 37, 429–435.
    [Google Scholar]
  9. Jiménez L. M.Meyer C. K. (2016) First impressions matter: Navigating graphic novels utilizing linguistic, visual, and spatial resources. Journal of Literacy Research, 48, 423–447.
    [Google Scholar]
  10. Lapp DWolsey T. D.Fisher D.Frey N. (2011/2012) Graphic novels: What elementary teachers think about their instructional value. Journal of Education, 192(1, 23–35.
    [Google Scholar]
  11. Low D. E. (2012) “Spaces invested with content”: Crossing the “gaps” in comics with readers in schools. Children’s Literature in Education, 43, 368–385.
    [Google Scholar]
  12. Low D. E. (2017) Students contesting “colormuteness” through critical inquiries into comics. English Journal, 106(4, 19–28.
    [Google Scholar]
  13. Mikkonen K (2012) Focalisation in comics: From the specificities of the medium to conceptual reformulation. Scandinavian Journal of Comic Art, 1(1, 69–95.
    [Google Scholar]
  14. InMiller M. Ed 2015) Class, please open your comics: Essays on teaching with graphic narratives. Jefferson, NC, McFarland & Company.
    [Google Scholar]
  15. Reid CMacDonald H. (2015) December, 23. From the fringes to the mainstream: Ten years of growth in graphic novel publishing. Publishers Weekly.. Retrieved from https://www.publishersweekly.com/pw/by-topic/industry-news/comics/article/69033-from-the-fringes-to-the-mainstream-ten-years-of-growth-in-graphic-novel-publishing.html.
    [Google Scholar]
  16. Rosen E (2009) The narrative intersection of image and text: Teaching panel frames in comics. InTabachnik S.Ed Teaching the graphic novel. 58–66. New York, NY, The Modern Language Association of America.
    [Google Scholar]
  17. Tabachnik S. E (2009) Introduction. InTabachnik S.Ed Teaching the graphic novel. 1–15. New York, NY, The Modern Language Association of America.
    [Google Scholar]
  18. Tilley C. L. (2012) Seducing the innocent: Fredric Wertham and the falsifications that helped condemn comics. Information & Culture: A Journal of History, 47, 383–413.
    [Google Scholar]
  19. Tucker B (2009) Gotthold Ephraim Lessing’s Laocoön and the lessons of comics. InTabachnik S. E.Ed Teaching the graphic novel. 28–35. New York, NY, The Modern Language Association of America.
    [Google Scholar]
  20. Yang G (2008) Graphic novels in the classroom. Language Arts, 85, 185–192.
    [Google Scholar]
  21. Yang G. LLiew S. (2014) The shadow hero. New York, NY, First Second.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/la201829587
Loading
/content/journals/10.58680/la201829587
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error