1. Give Your Library Literacy Program Super Powers Penny Chaiko Teacher-Librarian Nantyr Shores Secondary School SCDSB pchaiko@mail.scdsb.on.ca

2. Agenda Introduction Research Appropriate comics Literacy Lessons Resources

3. Introduction

4. Read comics when I was growing up Looking for a way to bring in reluctant readers Comics are familiar to all students Many art classes look at comics and discuss the technical side of animation Used comics for book reviews/book talks Decided to use comics to teach literacy

5. Research

6. Using Graphic Novels, Anime, and the Internet in an Urban High School “Using popular culture builds on students’ multiple literacies as we found when we employed alternative genres such as graphic novels, manga, and anime.” (Frey and Fisher, Jan 2004)

7. Frey, Nancy, & Fisher, Douglas. (January 2004). Using graphic novels, anime, and the internet in an urban high school. English Journal. 93, 19-25.

8. Graphic Novels Resources for Teachers & Librarian Assist Poor Readers Comics and graphic novels are excellent tools for use with children and young adults with poor reading skills. Connect with Visual Learners As educators become increasingly aware of the importance of different learning styles, it is clear that Graphic Novels can be a powerful tool for reaching visual learners. Develop Strong Language Arts Skills Several studies have shown that students who read Graphic Novels regularly have better vocabularies and are more likely to read above grade-level. Encourage Unmotivated and "Dormant" Readers Teachers often use non-book materials to encourage reading. Graphic Novels are an ideal medium to spark interest, equate reading with enjoyment, and develop the reading habit.

9. Graphic Novels Resources for Teachers & Librarian Convey Educational Messages Government agencies, the military, museums, and other nonprofit organizations have long used educational comics to reach general audiences. Stimulate Readers to Explore Other Literature Many Graphic Novel fans become avid book readers. Comics can stimulate interest in all types of fiction (fantasy, sci-fi, historical, etc.) as well as mythology, legends, and nonfiction. Engage Adult Readers The average age of American Graphic Novel readers is 25. Many readers who were avid fans as teenagers continue reading into adulthood, broadening their taste in Graphic Novel genres to reflect more mature interests. From: http://library.buffalo.edu/libraries/asl/guides/graphicnovels/inlibraries/reading.php

10. In Graphic Detail: Using Graphic Novels in the Classroom “... many of today’s graphic novels include a complex and art-filled variety of genres, ranging from fiction to biography and social studies to science.” (Booth and Lundy, p. 30)

11. New Literacies Internet Email Virtual worlds Social Networking Video games Ability to comment on everything happening in the world Comics Magazines Newspapers Smart Phones You Tube Blogs

12. Graphic Novels Resources for Teachers & Librarian Visual Literacy Today's young adults feel comfortable with non-text visual media, from video games to graphical icons used with standard computer programs. Graphic Novels employ a highly cinematic approach to storytelling. Graphic Novels utilize combinations of text and pictures (sequential art) to convey messages in a manner unique to comics. Understanding comics requires a special type of visual literacy, which in turn offers a translatable skill in today's highly graphical environment. Reading comics with a critical eye helps develop an appreciation for art and different artistic styles. From: http://library.buffalo.edu/libraries/asl/guides/graphicnovels/inlibraries/visual.php

13. Appropriate Comics

14. This is different for every school Check with your local comic store Do some reading Ask your students Ask other Teacher Librarians

15. Literacy Lessons

16. Can use any literacy lesson with comics books Think Literacy is a good starting point Check bibliography for other useful literacy resources

17. THINK LITERACY: Reading Strategies Getting Ready to Read: Previewing a Text Analyzing the Features of a Text Finding Organizational Patterns Anticipation Guide Finding Signal Words Extending Vocabulary (Word Wall) Engaging in Reading: Using Context to Find Meaning Reading Between the Lines (Inferences) Most/Least Important Idea(s) &Information Sorting Ideas Using a Concept Map Visualizing Making Notes Reacting to Reading: Responding to Text (Graffiti) Drawing Conclusions (I Read/I Think/Therefore) Making Judgements (Both Sides Now) Reading Different Text Forms: Reading Informational Texts Reading Graphical Texts Reading Literary Texts Following Instructions Posters for Instruction: Reading Before Reading - Ask Questions During Reading - Ask Questions During Reading - Understand the Text During Reading - Make Inferences During Reading - Visualize During Reading - Make Connections During Reading - Think to Read During Reading - Take Good Notes After Reading - Ask Questions After Reading - Find the Main Idea(s) After Reading - Think About the Text

18. Pre-Reading Activity What is the title of the book? Who wrote the book? Describe the picture on the cover of the book. Do you think it is a good cover? YESNO Explain. How many pages are in this book? Read the summary of the story. Using the information from the cover and from the summary, write 3 sentences on what this book is about. Now read the first 3 pages of the book. Does your sentences above fit the story so far? YESNO Explain. Do you want to read this story?YESNO Explain.

19. Daisy Kutter: The Last Train

20. Talk Aloud Show students the first 6-8 panels from a comic Do a Talk Aloud describing what you see and asking questions about the comic Get students to write key words while they listen Ask students if they are unsure about any parts of the story Ask students to write the story using as much detail as possible and write an appropriate ending

21. Thick and Thin Questions Explain why I am using a picture book for this lesson to the class Show students the cover Ask them to generate some questions about the book Read the book Ask for interesting questions about the book

22. Thick and Thin Questions Explain the difference between Thick and Thin questions Label sample questions as Thick or Thin Which are easier to write? To answer? Write 10 Thin questions and 5 Thick questions for the comic that they are reading

23. Newspaper article Review the 5W’s of a newspaper article Show web sites for Todd McFarlane Give some background information Notes page (2 forms) Show Todd McFarlane: The Devil You Know Students record notes on page provided Write a newspaper article

24. Todd McFarlane Todd McFarlane: The Devil You KnowNAME: DATE: WHO: ________________________________________________________ WHERE: ________________________________________________________ WHEN: ________________________________________________________ WHAT: ________________________________________________________ WHY: ________________________________________________________ HOW: ________________________________________________________ Newspaper Article Notes Subject: WHOWHATWHEREWHENWHY

25. How Do You Know If Your Students Understand the Comic? Draw/sketch a picture from the beginning of your story. Label your diagram. Then write 2 sentences describing the sketch and 1 sentence on why this scene is important. Add colour only if you have time at the end. _________________________________________________

26. From: Student Material @ readwritethink.org

27. Comic Creator

28. Biocube

29. Identifying Character Traits

30. Personal Profile

31. Fortunately by Charlip Remy

32. Resources

33. Bibliography Available on the OLA SuperConference website for this presentation. (#425)