Transcript Give Your Library Literacy Program Super Powers Penny Chaiko

Give Your Library
Literacy Program
Super Powers
Penny Chaiko
Teacher-Librarian
Nantyr Shores Secondary School
SCDSB
[email protected]
Agenda
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Introduction
Research
Appropriate comics
Literacy Lessons
Resources
Introduction
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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
Research
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)
Frey, Nancy, & Fisher, Douglas. (January
2004). Using graphic novels, anime, and the
internet in an urban high school. English
Journal. 93, 19-25.
Graphic Novels
Resources for Teachers & Librarian
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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.
Graphic Novels
Resources for Teachers & Librarian
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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
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)
New Literacies
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Internet
Email
Virtual worlds
Social Networking
Video games
Ability to comment on
everything happening
in the world
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Comics
Magazines
Newspapers
Smart Phones
You Tube
Blogs
Graphic Novels
Resources for Teachers & Librarian
Visual Literacy
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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
Appropriate
Comics
Appropriate Comics
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This is different for every school
Check with your local comic store
Do some reading
Ask your students
Ask other Teacher Librarians
Literacy
Lessons
Literacy Lessons
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Can use any literacy lesson with comics
books
Think Literacy is a good starting point
Check bibliography for other useful literacy
resources
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
Pre-Reading Activity
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?
YES
NO 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? YES
NO Explain.
Do you want to read this story?
YES
NO Explain.
Daisy Kutter:
The Last Train
Talk Aloud
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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
Thick and Thin Questions
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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
Thick and Thin Questions
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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
Newspaper article
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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
Todd McFarlane
Todd McFarlane: The Devil You Know
NAME:
DATE:
WHO:
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WHERE:
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WHEN:
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WHAT:
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WHY:
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HOW:
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Newspaper Article
Notes
Subject:
WHO
WHAT
WHERE
WHEN
WHY
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.
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From: Student Material @
readwritethink.org
Comic Creator
Biocube
Identifying Character Traits
Personal Profile
Fortunately by Charlip Remy
Resources
Bibliography
Available on the OLA
SuperConference website for this
presentation. (#425)