Archive for the ‘visual literacy’ Category
In high school my English teacher said we couldn’t read a play, we had to see it performed. She made us get up in front of the class, reading our lines and (vaguely) acting it out.* We did Hamlet in Year 12 and I wonder if Nicki Greenberg’s graphic novel adaptation, staged on the page, would have been allowed by Mrs N.
I was devastated to discover NG’s Hamlet isn’t out till October!? Alien Onion provided a sneak peek of the very pretty outer and inner of the book and when I asked if I could use their photo I whinged (my special talent) about many things, not only having to wait til Oct. I concluded my whinge with,
i might just jump in a stream strewn with flowers
The Australian School Library Association NSW is holding a Professional Development day 27 February at the State Library of NSW: New Literacies, New Learning. Two of the speakers are Di Laycock and Allison Lee and they will both be talking about graphic novels. Both have graphic novel collections in their school libraries and encourage the format’s use in class by their teachers. I cited their previous writing on graphic novels in my thesis. If only I didn’t live so far from Sydney.
Di Laycock, Barker College
Different texts for different times (7 – 12)
This session will encourage teachers to consider graphic novels as different texts for different times; as texts capable of bridging the disconnect between students’ lifeworlds and the classroom, and as texts worthy of facilitating the development of multiliteracies in our students. As well as providing an overview of the codes and conventions of the graphic novel format, the theory and research that support the use of graphic novels for learning and teaching will be discussed via reference to specific examples of graphic novels and practical suggestions as to their use.
Allison Lee, Emanuel School
Different texts for different times (K – 6)
Children and young adults who are constantly surrounded by visual stimuli – movies, television, electronic billboards, magazines, computers, palm pilots, video games etc – have learned to associate images with storytelling. It is therefore easy to see why graphic novels have become increasingly popular over the last 10 years or so. This presentation will explain what graphic novels are (and aren’t), provide practical examples for using graphic novels for upper primary students and discuss their value as a classroom tool.
She said it took different skills to interpret the interplay of words and pictures in graphic novels – skills that were important in today’s highly visual world.
“You’re actually reading the pictures at the same time that you’re reading the words, so if you’re not used to it that can be very difficult. It’s something you have to learn.”
The above is a quote from Perth’s daily newspaper The West Australian and it was supplied to reporter Bethany Hiatt during an interview with me :) Last week I was interviewed about graphic novels and my research by Education Editor Ms Hiatt. My brain is mush due to thesis, but I actually made some lucid comments that gave the impression my brain is not mush :P On Saturday the article was published . Some of The West Australian’s articles are reprinted online, but comics just don’t cut it. You can only read it if you’re in Perth and you’re one of those people who read the paper. What newspapers already know (and are desperately grasping for ideas on how they can make money from the younger generation who don’t read papers) I have now worked out.
I felt almost famous being in the newspaper. Unfortunately my fame is only among those older people who read the paper. I’m not denigrating the older generation of newspaper readers and I’m not sure what the cut-off age is, but when I txtd my friends to tell them to look for me in the paper, their answers were along these lines:
- Ignore me (it happens a lot due to most of what I txt being something totally random that I think is enormously funny but no one else does)
- Tell me to save the article for when we next met up
- Tell me he’d look at it at work on Monday
I previously blogged about whether reading a graphic novel is equivalent to reading a conventional book. Some of the teenagers I talked to thought this wasn’t the case, but most of the librarians agreed it was – striving through their work to ensure young people encountered a variety of genres and formats in their reading, without making judgements on supposed “quality.”
I asked every group of teenagers what they would think if graphic novels were assigned as an English class text. Some teenagers thought this would be an “easy” option and it was the visual component which led to their demotion of the format as a “legitimate” text. These teenagers also happened to be those who had limited experience of the format. (Names have been changed to ensure confidentiality.)
Fourteen year old Anna believed,
People would choose the graphic novel without like thinking about it cause they’re like, ‘Oh yeah, it’s just a comic, it’ll be easy.’ But they won’t like think about like what you have to do. And they’ll just be like, ‘Oh it’s a change. And do that.’
Marty (age 14) said, “They’re not really books” and Jeremy (age 14) agreed, conjecturing that studying a graphic novel would compare unfavourably to a conventional book because it could not be studied it in depth.
That’s why we read more thorough books like The Red Cardigan  and stuff.