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Syma, Carrye Kay and Robert G. Weiner, eds. Graphic Novels and Comics in the Classroom: Essays on the educational power of sequential art. Jefferson, London: McFarland, 2013. 
Added by: joachim (9/9/13, 4:18 PM)   
Resource type: Book
Language: en: English
ID no. (ISBN etc.): 978-0-7864-5913-1
BibTeX citation key: Syma2013
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 Categories: General
Keywords: Collection of essays, Didactics
Creators: Syma, Weiner
Publisher: McFarland (Jefferson, London)
Collection: 		Views: 2/584
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Abstract
Sequential art combines the visual and the narrative in a way that readers have to interpret the images with the writing. Comics make a good fit with education because students are using a format that provides active engagement. This collection of essays is a wide-ranging look at current practices using comics and graphic novels in educational settings, from elementary schools through college. The contributors cover history, gender, the use of specific graphic novels, practical application and educational theory.

Table of Contents

Acknowledgments (v)
Robert V. Smith: Foreword (xi)

Robert G. Weiner and Carrye Kay Syma: Introduction (1)

I: Significance of Graphic Novels and Comics: Then and Now
Carol L. Tilley: Using Comics to Teach the Language Arts in the 1940s and 1950s (12)
Alice Leber-Cook and Roy T. Cook: Stigmatization, Multimodality and Metaphor: Comics in the Adult English as a Second Language Classroom (23)
Christina L. Blanch and Thalia M. Mulvihill: The Attitudes of Some Students on the Use of Comics in Higher Education (35)

II: Teaching Graphic Novels and Comics in the Classroom
David Whitt: “I can get college credit for reading Batman? That’s a joke, right?” Confessions of a Fanboy Professor Teaching Comic Books (50)
James Bucky Carter: “What the—?" Pre-Service Teachers Meet and Grapple Over Graphic Novels in the Classroom (58)
Kevin M. Flanagan: Teaching Intertexuality and Parody Through the Graphic “Supertext”: Martin Rowson’s The Waste Land (1990) (73)

III: Graphic Novels and Comics, Beyond the Text
Daniel Ian Rubin: “Remember, remember the fifth of November”: Using Graphic Novels to Teach Dystopian Literature (84)
Abram Fox: Exploring the Art in Sequential Art: An Art Historical Approach to Teaching Comics (91)
Christina C. Angel: On Teaching Comics and Graphic Novels in the Medieval and Renaissance Classroom (101)
Maryanne A. Rhett: Leagues, Evildoers and Tales of Survival: Graphic Novels and the World History Classroom (111)
Phillip Troutman: “Indisciplinary” Teaching: Comics Studies and Research Writing Pedagogy (120)

IV: Specific Graphic Novels and Comics and Their Application in Educational Settings
Rebecca Scherr: Teaching “The Auto-Graphic Novel”: Autobiographical Comics and the Ethics of Readership (134)
Timothy D. Arner: Teaching Theory Through Y: The Last Man (145)
Marianna Missiou and Yiannis Koukoulas: Approaching Literacy Features Through the Graphic Novel Logicomix (154)
Jeremy R. Ricketts: Manga, the Atomic Bomb and the Challenges of Teaching Historical Atrocity: Keiji Nakazawa’s Barefoot Gen (174)
Felix Keller and Dorothea Oechslin: Information Comics: Risks and Pitfalls (184)
Jeremy Short, David Ketchen and Jeff Shelstad: Graphic N-extbooks: A Journey Beyond Traditional Textbooks (200)

V: Cultural Implications of Graphic Novels and Comics
Lan Dong: Beyond Borders: Teaching Global Awareness Through the Graphic Novel (220)
Diana Maliszewski: The Benefits of Writing Comics (233)
Rebecca M. Marrall: Multicultural Education Through Graphic Novels (245)
Erin Hollis: “So, Joss, why do you always write these strong women characters?” Using Joss Whedon’s Astonishing X-Men to Teach Feminism (251)
Marcus B. Weaver-Hightower: Sequential Art for Qualitative Research (260)

Mel Gibson: Afterword (274)

About the Contributors (277)
Index (281)


  
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