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Why Graphic Novels?. …isn’t interpreting pictures in graphic novels easier than reading plain text?. Skeptics Ask …. …are we “ dumbing down” the expectations?. They utilize multiple intelligences:. Spatial. Linguistic. Interpersonal. Source: Lyga , A. & Lyga , B., (2004).

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Presentation Transcript
slide2

…isn’t interpreting pictures in graphic novels easier than reading plain text?

Skeptics Ask …

…are we “dumbing down” the expectations?

slide3

They utilize multiple intelligences:

Spatial

Linguistic

Interpersonal

Source: Lyga, A. & Lyga, B., (2004)

slide4

Linguistic Intelligence:

  • These types of learners enjoy writing and are very good with words.
  • Graphic novels tend to challenge these types of learners by requiring the reader to infer meaning from the word and wordless panels.
slide5

Spatial Intelligence:

  • These types of people with this type of intelligence are visual learners.
  • Graphic novels provide a visual representation of what is occurring in their heads as they read so this format is a natural and comfortable fit for this learner.
slide6

Interpersonal Intelligence:

  • These children are good communicators and understand others' feelings and motives.
  • These types of learners enjoy reading graphic novels "because the visual components tap into their strong sense of people, feelings, and intuitions."
slide7

They help teach visual literacy:

  • Graphic novels by their very nature help the student who struggles with visualizing while reading.
  • They provide a balance of text and graphics (visual cueing) so the student is aided in the interpretation.
  • Give the students a "comfort zone" with reading.
  • Source: Lyga, A. & Lyga, B. (2004)
slide8

Reluctant Readers

  • Characteristics of reluctant readers:
  • Can read
  • Intimidated by text
  • Struggle to decode
  • Graphic novels can help:
  • Provide picture clues
  • Less text = less intimidating
  • Seem easier due to pictures

Source: Lyga, A. & Lyga, B. (2004)

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Visually Dependent Students:

  • Due to a constant barrage of visual stimuli, students have become accustomed to immediate feedback and hard to miss visual clues (Lyga, 2004).
  • These students are unlike the reluctant readers and the child who cannot visualize. These students simply "don't want to be bothered.“

Source: Lyga, A. & Lyga, B. (2004)

sources used
Sources Used:

Butcher, K. T., & Manning, M. L. (2004). Bringing Graphic Novels into a School’s Curriculum. The Clearing House, 78(2), 67-71. Retrieved October 17, 2009 from Wilson Web database.

Carter, J. B. (2009). Going Graphic. Educational Leadership, 66(6), 68-72. Retrieved October 17, 2009 from Wilson Web database.

Dickinson, G. (2007). The question: Where should I shelve graphic novels?. Knowledge Quest,35(5), 56-57. Retrieved October 17, 2009 from Wilson Web database.

sources used1
Sources Used:

Lyga, A. A. W., & Lyga, B. (2004) Graphic Novels in Your Media Center. Westport, CT: Libraries Unlimited.

Mooney, M. (2002). Graphic novels: How they can work in libraries. Book Report, 21(3), 18-19. Retrieved on October 17, 2009 from Wilson Web database.

sources used2
Sources Used:

Rudiger, H. M., & Schliesman, M. (2007). Graphic Novels and School Libraries. Knowledge Quest, 36(2), 57-59. Retrieved October 17, 2009 from Wilson Web database.

Schwartz, G. E. (2002). Graphic Novels for Multiple Literacies. Journal of Adolescent & Adult Literacy46(3), 262-265. Retrieved October 17, 2009 from Wilson Web database.

Weiner, S. (2002). Beyond Superheroes: Comics Get Serious. Library Journal, 127(2), 55-58. Retrieved October 17, 2009 from Wilson Web database.