Graphic+Novels-+Teale,+Jung,+&+Cornell

Teale, W., Jung, K., & Cornell, B. (2008). It's Elementary: Graphic Novels for the K-6 Classroom. //Classroom Connections.// pp. 6 - 14. Retrieved from: [|www.ala.org/booklinks].

This article invites teachers to consider the use of graphic novels as an alterantive to the liniar text, which may be difficult for some studenst to read/follow. Graphic novels follow the conventions of a picture book and is designed to convey social justice messages. The several montages with text on a page may be engaging to some teenagers who may be bored with reading just the text on a page. According to Teale, Jung, & Cornell (2008), "Some researchers are investigating the possibility that the skills used in making meaning from the combination of images and texts, like Web sites or advertising" (p. 6). However, the gener may be problematic to some teachers because of the format/layout of the graphic novels. In addition, the vocabulary may be challenging to readers of graphic novels. The pivotal drawback that teacher ned to be awre with graphic novels is the issue of gender with these books because it is a myth that this gener ia more appealing to the boys than to girls given the structute and content of the books. However, books such as Baby-Sitters Club, Babymouse are intended for girls (see graphics below)

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Teale, W., Jung, K., & Cornell, B. (2008). It's Elementary: Graphic Novels for the K-6 Classroom. //Classroom Connections.// pp. 6 - 14. Retrieved from: [|www.ala.org/booklinks].

This article invites teachers to consider the use of graphic novels (GN) as an alternative to the linear text, which may be difficult for some students to read/follow. Graphic novels follow the conventions of a picture book and are designed to convey social justice messages. The several montages with text on a page may be engaging to some teenagers who may be bored with reading just the text on a page. According to Teale, Jung, & Cornell (2008), "Some researchers are investigating the possibility that the skills used in making meaning from the combination of images and texts, like Web sites or advertising" (p. 6). However, the genre may be problematic to some teachers because of the format/layout of the graphic novels. In addition, the vocabulary may be challenging to readers of graphic novels. The pivotal drawback that teacher need to be aware with graphic novels is the issue of gender with these books because it is a myth that this genre is more appealing to the boys than to girls given the structure and content of the books. However, books such as //Baby-Sitters Club//, //Babymouse// are intended for girls (see graphics below at the wiki page). The authors request the educators to consider the fact that digital natives are drawn to the images and their comprehension seem to enhance with the use of multimodal texts. The use of GN must be welcome by teachers and librarians and this genre must be used consistently. GN can be used for classroom instruction as well. Content area teachers could consider adopting this category for the literacy enhancement in children. The article examines a number of GN based on the popularity of these books with youngsters in school these days – Amulet, The Stone Keeper, Artemis Fowl: The GN, Babymouse: Puppy Love, The Baby-Sitters Club: Mary Anne Saves the Day, Bone: Ghost Circle, Clan Apis, Caraline, The Hardy Boys: Undercover Brothers, The Courageous Princess, and The Legend of Hong Kil Dong. Jason Low’s story about how GN facilitated reading habit in him is discussed in the article. Low was a weak reader until he discovered the world of GN. According to him, “Comics utilized sequential art, presenting the world visually. This is how [he] responded the most as a kid” (p. 8). This passion to comics led Low to major in graphic arts and later pursue a career as a comic book writer. Eventually, several of his books were published both for children and adults. Low also recognizes that the production of GN is more tedious than the publishing of a picture books. Low also acknowledges that boys are weak readers and this genre of GN might encourage them to gravitate towards reading. GN Format Superman, Spiderman, and the Hulk || ** Capstone ** History series, Profiles of Ali, Jim Thorpe, Max Axion, US govt and politics, || ** Lerner ** “Kid Safe”, Japnese, Egyptian, and Norse Mythology, “Nightmare on Zombie Island and The Time Travel Trap”. || ** Rosen ** Forensic Science, Six high energy volumes on dangerous, unusual occupations, such as fighter pilot and a secret agent. || ** Stone Arch ** Books free of inappropiriate language and topics. Romance, horror, and soprts. Devoted to retelling classics. ||
 * ** ABDO **

GN is a literacy tool, especially for teenagers who are reluctant readers. Children have a tremendous ability to decipher graphics and text, so this text-picture relationship can be tapped to benefit the reluctant readers. I grew up with reading comic versions of Ramayana and Mahabharata (the Hindu epics). These texts are very complex and intricate because of the stories within the stories format and comics helped me understand the stories and lives of the characters depicted in these religious books.