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Introduction to
Graphic Novels
Beth Downey
Mississippi State University
Research Services
Overview
 Definitions of “graphic novel”
 Myths about the format
 Uses in literacy programs and classrooms
 Resources for graphic novels and related
content
What is a “Graphic Novel?”
 The definition is still under debate, but most
are similar…
 “a full-length (esp. science fiction or fantasy)
story published as a book in comic-strip
format.” (OED Online)
 “a story of some length in comic-strip format,
usually bound as a book.” (Webster’s New
World College Dictionary)
 “A fictional story that is presented in comic-
strip format and published as a book.”
(Merriam-Webster Online Dictionary)
 “A novel whose narrative is related through a
combination of text and art, often in comic-
strip form.” (American Heritage Dictionary)
 The term “graphic novel” was popularized
when it appeared in the title of Will Eisner’s A
Contract with God and Other Tenement
Stories... A Graphic Novel (1978).
 Eisner also defined graphic novels and
comics as “sequential art.”
Elements of a graphic novel
 Icons: images used to represent a person,
place, thing or idea. This includes words and
symbols.
 Panels: the combined images that compose
one “scene” or concept.
 Gutters: where closure occurs (the
phenomenon of observing the parts but
perceiving the whole).
Myths about Graphic
Novels…
 Graphic novels are only for kids; they’re
basically picture books.
 Graphic novels are easier to
read/comprehend.
 Graphic novels are “light” reading and don’t
deal with serious themes, issues or topics.
 Graphic novels aren’t literature.
Graphic novels aren’t just for
kids!
 Graphic novels address very adult themes.
 The graphic novel is a format, not a genre,
putting it in the same category as, say,
audiobooks.
 Graphic novels are some of the most
“challenged” books in libraries.
 Often adult graphic novels are shelved
separately from juvenile collections.
Graphic novels are different to
read/comprehend.
 Require both textual and visual literacy.
 Benefit three of Gardner’s seven multiple
intelligences (linguistic, spatial and
interpersonal).
 Develop deductive reasoning abilities.
 Help illustrate literary devices (simile,
metaphor, exaggeration)
 Illustrate sequencing, placement, timing.
Graphic novels deal with serious
topics…
 The Iranian Revolution
 The Bosnian Conflict
 Rwanda
 Sexual Abuse
 Discrimination
 Cancer
 Hurricane Katrina
 Media Ethics
…and are not just fiction!
 Biography
 Autobiography
 History
 Biology and Genetics
 Physics
 Statistics
“Reluctant Reader” programs
 Graphic novels perceived as “less
threatening” by overwhelmed students.
 Recreational reading drops in teen years
(esp. boys); graphic novels bring them back.
 Reading of graphic novels typically lead
readers to “regular” books.
 Benefits for ESL programs.
Graphic novels in the K-12
classroom
 Frey & Fisher (2004): used graphic novels in
ninth grade writing course.
 Brown (2001): paired Maus with Faulkner’s
Light in August.
 Carlson (2008) uses Persepolis, The 9/11
Report, Pedro and Me, and American-Born
Chinese in analysis exercises.
Print Resources about Graphic
Novels
 Selection tools for collection development
librarians
 Lesson plans for teachers
 History of graphic literature and
communication
 Graphic novels and types of learning/literacy
Journals
 Good sources for graphic novel reviews, articles
and sample lesson plans.
 School Library Journal
 Knowledge Quest
 English Journal
 Library Journal
 Journal of Adolescent & Adult Literacy
 Publisher’s Weekly
 Booklist
Indexes and Databases
 Sources for journal articles and book reviews
(all in MAGNOLIA):
 ERIC
 Library and Information Science Source
 NoveList
 Teacher Reference Center
 Professional Development Collection
Web Resources
 Diamond Comics Bookshelf
 Graphic Novel Reporter
 More available on the “Graphic Novels in
Education” LibGuide
http://guides.library.msstate.edu/graphicnovel
s
 YALSA’s Great Graphic Novels for Teens
http://www.ala.org/yalsa/ggnt
Finding Graphic Novels
Use the Online Catalog:
 MSU Libraries
 Juvenile Collection
 Circulating Collection
 Also search public libraries
 Mississippi Library Partnership
Sites for creating comics:
 Strip Creator
 ToonDoo
 Comic Creator in Read-Write-Think (IRA and
NCTE)
 Make Beliefs Comix

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Ede3343 gn 15

  • 1. Introduction to Graphic Novels Beth Downey Mississippi State University Research Services
  • 2. Overview  Definitions of “graphic novel”  Myths about the format  Uses in literacy programs and classrooms  Resources for graphic novels and related content
  • 3. What is a “Graphic Novel?”  The definition is still under debate, but most are similar…  “a full-length (esp. science fiction or fantasy) story published as a book in comic-strip format.” (OED Online)  “a story of some length in comic-strip format, usually bound as a book.” (Webster’s New World College Dictionary)
  • 4.  “A fictional story that is presented in comic- strip format and published as a book.” (Merriam-Webster Online Dictionary)  “A novel whose narrative is related through a combination of text and art, often in comic- strip form.” (American Heritage Dictionary)
  • 5.  The term “graphic novel” was popularized when it appeared in the title of Will Eisner’s A Contract with God and Other Tenement Stories... A Graphic Novel (1978).  Eisner also defined graphic novels and comics as “sequential art.”
  • 6. Elements of a graphic novel  Icons: images used to represent a person, place, thing or idea. This includes words and symbols.  Panels: the combined images that compose one “scene” or concept.  Gutters: where closure occurs (the phenomenon of observing the parts but perceiving the whole).
  • 7. Myths about Graphic Novels…  Graphic novels are only for kids; they’re basically picture books.  Graphic novels are easier to read/comprehend.  Graphic novels are “light” reading and don’t deal with serious themes, issues or topics.  Graphic novels aren’t literature.
  • 8. Graphic novels aren’t just for kids!  Graphic novels address very adult themes.  The graphic novel is a format, not a genre, putting it in the same category as, say, audiobooks.  Graphic novels are some of the most “challenged” books in libraries.  Often adult graphic novels are shelved separately from juvenile collections.
  • 9. Graphic novels are different to read/comprehend.  Require both textual and visual literacy.  Benefit three of Gardner’s seven multiple intelligences (linguistic, spatial and interpersonal).  Develop deductive reasoning abilities.  Help illustrate literary devices (simile, metaphor, exaggeration)  Illustrate sequencing, placement, timing.
  • 10. Graphic novels deal with serious topics…  The Iranian Revolution  The Bosnian Conflict  Rwanda  Sexual Abuse  Discrimination  Cancer  Hurricane Katrina  Media Ethics
  • 11. …and are not just fiction!  Biography  Autobiography  History  Biology and Genetics  Physics  Statistics
  • 12. “Reluctant Reader” programs  Graphic novels perceived as “less threatening” by overwhelmed students.  Recreational reading drops in teen years (esp. boys); graphic novels bring them back.  Reading of graphic novels typically lead readers to “regular” books.  Benefits for ESL programs.
  • 13. Graphic novels in the K-12 classroom  Frey & Fisher (2004): used graphic novels in ninth grade writing course.  Brown (2001): paired Maus with Faulkner’s Light in August.  Carlson (2008) uses Persepolis, The 9/11 Report, Pedro and Me, and American-Born Chinese in analysis exercises.
  • 14. Print Resources about Graphic Novels  Selection tools for collection development librarians  Lesson plans for teachers  History of graphic literature and communication  Graphic novels and types of learning/literacy
  • 15. Journals  Good sources for graphic novel reviews, articles and sample lesson plans.  School Library Journal  Knowledge Quest  English Journal  Library Journal  Journal of Adolescent & Adult Literacy  Publisher’s Weekly  Booklist
  • 16. Indexes and Databases  Sources for journal articles and book reviews (all in MAGNOLIA):  ERIC  Library and Information Science Source  NoveList  Teacher Reference Center  Professional Development Collection
  • 17. Web Resources  Diamond Comics Bookshelf  Graphic Novel Reporter  More available on the “Graphic Novels in Education” LibGuide http://guides.library.msstate.edu/graphicnovel s  YALSA’s Great Graphic Novels for Teens http://www.ala.org/yalsa/ggnt
  • 18. Finding Graphic Novels Use the Online Catalog:  MSU Libraries  Juvenile Collection  Circulating Collection  Also search public libraries  Mississippi Library Partnership
  • 19. Sites for creating comics:  Strip Creator  ToonDoo  Comic Creator in Read-Write-Think (IRA and NCTE)  Make Beliefs Comix