Going Graphic

An Overview of Graphic Novels

Towson UniversityISTC 615.001

Tracy PapinchockKelly ShepherdLaura Stemler

Erin Traub

What is a graphic novel?

• The term comic book is used to describe the overall format.

• A graphic novel is longer in length than a traditional comic book. While many graphic novels contain complete stories, others are part of an ongoing series.

• All graphic novels are comic books, but not all comic books are graphic novels.

Comic Book Graphic NovelRecognized for its superheroes Similar to a traditional novel

Also has a range of fiction and nonfiction work

Longer than the typical periodical comic book

Story or narrative presented with words and pictures

Tends to last longer in circulation due to better binding and paper quality in production

The pictures are multiple images per page as opposed to single images generally used in picture books.

Is a single and complete story

Term used to describe format itself and periodical form

Type of comic book format

Periodical form tends to be serial, miniseries, maxi series, and ongoing. What you usually think of when you hear the term "comic book”

• Graphic novels are an art form, not a genre (Carter, 2009).

• Graphic novels encompass both fiction and nonfiction.

How are graphic novels

classified?

Types of Graphic Novels

Superhero Stories

Nonfiction History Science

BiographiesAdaptations or Spin-Offs

Satire

Manga

Human Interest Stories

Source: Weiner (2002)

Why Graphic Novels?

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

…are we “dumbing down” the

expectations?

They utilize multiple intelligences:

Linguistic

Spatial

Interpersonal

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

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.

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.

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."

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)

Reluctant ReadersCharacteristics 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)

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: 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 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 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 Literacy 46(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.