Module 6: Reading in a new key: comics, graphic novels and the kindle
I was excited to see a module devoted to alternate texts such as graphic novels. As a new teacher librarian I am learning about the school collection and students are requesting the Bone and Amulet series over and over. I had a Kindergarten child in tears because he could not take out the Batman comic style picture book and several kids asking for books about superheroes everyday all day long. I have chosen to respond to Ranker's article (2007-2008) Using Comic Books as Read Alouds : Insights on Reading Instruction From an English as a Second Language Classroom to learn more about how to use these in the library as teaching tools, how to promote them for reading enjoyment, and be aware of the issues surrounding them. I read Yang's (2008) article as well and I thought it was a good catchy article to promote the visual "permanence" associated with comics but found it did not address the typical problems with comics (violence, gender stereotyping) as Ranker's. It was very positive but after reading Ranker's article I felt more educated about the positive and negative issues that arise with graphic novels.
According to Armstrong (2011) "Ranker explores the idea of using popular media texts in the classroom as important frameworks for literacy learning. ... [He] represents reading from multiple angles and [makes] the link between comic book reading and critical thinking" (course notes, module 6) through examining Ms Stephen's use of comics in the classroom.
Reading her observations and lesson insights I could see how she taught gender stereotyping, story structure (problem and solution), representations of dialogue and speech bubbles, reading from different positions to teach critical literacy all through using superheroes which is very motivating for the children. I saw some direct instructional opportunities between the BC Performance standards in Social responsibility, Reading and Writing and graphic novels. For example, students are expected to "solve problems in peaceful ways" and using graphic novels and comic character as examples the teacher could model the expectations of the BC Performance standards and students could create their own comics.
http://www.bced.gov.bc.ca/perf_stands/skto3.pdf
Students in ESL classes tend to have an oral program and teachers are always searching for motivating text that is age appropriate to use with this population. Although it is not traditional text, I wonder if students will they learn the language faster and be able to make more sense of the classroom lessons over time? Of course that would have to be measured. I noticed that Ms. Stephenson was able to clarify in Spanish to the children and most of the ESL teachers I have worked with do not speak Cantonese or Mandarin which are the main languages spoken at my school. Having assistance deciding the images is critical in ESL classes and comic style text lend well to this.
The discussion that followed the lesson insights was very articulate about how many comics portray a high level of fictional violence in popular media. I am reluctant to suggest these books to my ESL students because I fear that they will think the violence is non fictional and acceptable. However, after reading this article I think I will acknowledge the fictional violence and use it a teaching tool.
I think these resources could be very interesting to use with graphic novels and have students create representations of their critical literacy learning.
http://plasq.com/products/comiclife/mac
Students can create their own comics and use their personal writing and memorabilia to do this.
http://voicethread.com/about/features/
Students can narrate their own pictures and present Reader's Theatre using this tool.
References
Students in ESL classes tend to have an oral program and teachers are always searching for motivating text that is age appropriate to use with this population. Although it is not traditional text, I wonder if students will they learn the language faster and be able to make more sense of the classroom lessons over time? Of course that would have to be measured. I noticed that Ms. Stephenson was able to clarify in Spanish to the children and most of the ESL teachers I have worked with do not speak Cantonese or Mandarin which are the main languages spoken at my school. Having assistance deciding the images is critical in ESL classes and comic style text lend well to this.
The discussion that followed the lesson insights was very articulate about how many comics portray a high level of fictional violence in popular media. I am reluctant to suggest these books to my ESL students because I fear that they will think the violence is non fictional and acceptable. However, after reading this article I think I will acknowledge the fictional violence and use it a teaching tool.
I think these resources could be very interesting to use with graphic novels and have students create representations of their critical literacy learning.
http://plasq.com/products/comiclife/mac
Students can create their own comics and use their personal writing and memorabilia to do this.
http://voicethread.com/about/features/
Students can narrate their own pictures and present Reader's Theatre using this tool.
References
Ranker, J. (2007). Using comic books as read-alouds: insights on reading instruction from an English as a second language Classroom . The Reading Teacher, 61, 4, 296-305.
Yang, G. (2008). Graphic novels in the classroom . Language Arts, 85, 3, 185-192.
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