The!Impact!of!Graphic!Novels!in!Libraries!andSchools:! An ...lra35/eport/docs/Atwell... ·...

The Impact of Graphic Novels in Libraries and Schools: An Annotated Bibliography

Laura Atwell INFO 522: Information Access & Resources

December 4, 2011

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Introduction and Scope

The following bibliography covers the impacts that graphic novels have within

different types of libraries and school curriculums. Articles touch upon a wide array of

benefits ranging from the effects of an increased selection of pleasure reading material in

academic libraries to the effects on the development of age-‐appropriate literacy skills in

students who are deaf. Some articles discuss the overall impacts of incorporating popular

culture into a library or curriculum, while others focus specifically on graphic novels or

comics. Many articles provide guidance for librarians, teachers, and teacher librarians in

the selection, collection, and promotion of graphic novels as well as suggestions of specific

titles for certain objectives or curriculums. All articles were published between 2000 and

2011 and as the popularity and acceptance of graphic novels has grown significantly in the

past ten years, an effort was made to include the most recently published research. Articles

were published in the United States, the United Kingdom, Australia, and the Netherlands

and were found in both Library and Information Science journals as well as Education

journals.

Description

“It is a time of major shifts in cultural practices, economic systems, and social

institutions on a global scale: a time when literacy educators from around the world are

speculating about the ways in which new technologies will alter conceptions of reading and

writing” (Alvermann & Hagood, 2000, p. 193). The visual modes of communication today

(including television, video games, and the Internet) have necessitated a new level of

literary achievement. Graphic novels help to build newly required skills and knowledge as

they, “fuse text and art, which offers value, variety, and a new medium for literacy” (Bucher

& Manning, 2004, p. 68). Francisca Goldsmith states, “unlike the cartoon, comic strip, or

comic book, the graphic novel is complete within itself and provides a beginning, middle,

and end to the story or information it places before the reader. However, it shares the

earmarks of sequential art that comic books incorporate: image and word are bound

together in order for the narrative to unfold” (as cited in Heaney, 2007, p. 72). Goldsmith

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also states, “because the term graphic novel refers only to format, it does not define the age,

literary tastes, or aesthetic interests of the prospective target audience” (as cited in Heaney,

2007, p. 75). Graphic novels are becoming increasingly popular and have been recognized

by prestigious awards such as the Michael L. Printz Award and Special Awards and

Citation-‐Letters through the Pulitzer Prize Committee, and yet they are still not always

considered to be literature (Griffith, 2010). Many researchers and professionals in the

fields of Library Science and Education argue that graphic novels are literature and that

they can benefit readers in a diverse number of ways.

Summary of Findings

Scholarly research indicates that popular culture in general (popular television or

book characters, music, video games, graphic novels, etc.) can have a significant impact on

the way that children and young adults learn today. Alvermann and Hagood argue that

opportunities for conversation become “richer and more productive when cultural texts

that students experience outside the classroom are welcomed in and serve as a kind of

meeting place where affectively charged learning can occur” (2000, p. 196). They also

argue that to ignore the importance of learning about and meeting the changing literary

competencies is to “shortchange adolescents destined to live out their lives, literate or

otherwise, in a highly technical and global 21st century” (2000, p. 203). Hassett and

Schieble (2007) also touch on this issue as they discuss how new technologies rival the

printed word and challenge our notion of the traditional printed text. They reveal that

although these technological and cultural changes are taking place, literacy instruction in

the classroom continues to be “dominated by traditional texts and alphabetic print” (p. 62)

and new technologies are dismissed, separated, or even “used to teach traditional, print-‐

based concepts” (p.62). Additionally, Hughes and King claim, “the new media used by

adolescents and young adults allows for more interaction because both the creators and

the readers can participate in creating meaning” (2010, p.66).

In addition to aiding children and young adults in their quest for literary fluency in

todays’ world, incorporating popular culture and graphic novels into the library and

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curriculum can make students feel recognized and more motivated to read and learn.

Bucher and Manning (2004) assert that graphic novels should be included in libraries and

school curriculums because young adults should be encouraged to read whatever interests

them. Friese (2008) reveals the startling results of a small study that showed that comics

and cartoons were consistently rated most desired items for reading, but were found to be

the least available in school and classroom libraries. The desire for this type of book in the

study crossed “gender, income, attitude, and achievement groups” (Friese, 2008, p. 71).

Friese also brings up the noteworthy point that, “even with all the wonderful multicultural

literature, science books, mysteries, biographies of fascinating lives and other selections,

there are students who see the shelves as filled with things that are unfamiliar, or

important to someone else” (2008, p. 72). It can be presumed that librarians and educators

will have more success in reaching out and connecting with students through materials

that are familiar to students or with which they can identify. Alvermann and Xu (2003)

propose that educators realize and scrutinize their own interests in popular culture and

will then be better able to understand the appeal current popular culture has for their

students.

Schwartz and Rubinstein-‐Avila (2006) agree that the popularity of graphic novels

warrants an educator’s attention, but they also claim that graphic novels, specifically

manga form, develop students’ analytical and critical reading of visual texts. Manga are

Japanese comics printed in graphic novel format and are written and read in traditional

Japanese right-‐to-‐left fashion. Schwartz and Rubinstein-‐Avila maintain that, “proficient

manga readers are adept at negotiating multimodality… as they partake in the dynamic

interplay among cultures, identities, texts, and literacies” (2006, p. 41). Downey (2009)

asserts that graphic novels are also helpful in “examining literary elements such as plot,

scenery, character, premise, conflict, as well as devises such as simile, metaphor, and

exaggeration” (p. 183) and can illustrate “sequencing, placement, and timing of dialogue”

(p. 183), which ultimately can lead to a stronger comprehension of material. G. E. Schwarz

(2002) adds, “students can explore such questions as how color affects emotions, how

pictures can stereotype people, how angles of viewing affect perception, and how realism

or the lack of it plays into the message of a work” (p. 263). She also declares that graphic

novels present “alternative views of culture, history, and human life in general in accessible

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ways, giving voice to minorities and those with diverse viewpoints” (2002, p. 264) and can

be included in English, social studies, art, science, math, philosophy, sociology, and other

curriculums. Many graphic novels affirm diversity have the potential to help students

confront and question ideas and practices that propagate discrimination (G. Schwarz,

2006). The use of graphic novels in libraries and curriculums can challenge the tendency

for student and educator identities to adhere to prescribed values of “unity, conformity,

and stability over individualization, multiplicity, and difference” (Alvermann & Hagood,

2000, p. 200).

Along with inspiring the acceptance of diversity, graphic novels can cater to the

needs of a diverse number of readers. The correlation of pictures and text can help readers

to engage with the text and gain a greater understanding of the material, deliver a visual

story at a pace comparable to other types of popular media, and react rapidly to social

changes, which can all help peak the interest of reluctant readers (Heaney, 2007). Graphic

novels can also attract the attention of children or young adults who are not confident in

their reading abilities or readers who are skilled but are short on time due to other

activities or schoolwork and do not read for themselves (G. Schwarz, 2000). Friese (2008)

mentions that some students might want to read, but may be from lower income

households and have to rely on school and library access to materials. Therefore, it would

behoove librarians and educators to include graphic novels in their collections in order to

meet the needs of these patrons and students. Christensen (2006) reveals that graphic

novels can aid readers with limited language proficiency, such as immigrants or refugees,

and allow them to “take part in classroom discussions and contribute their unique insights”

(p. 228), especially in the social studies classroom. Smetana, Odelson, Burns, and Grisham

(2009) argue that students who are deaf as well as English-‐language learners can develop

and hone Basic Interpersonal Communication Skills (which are normally acquired through

daily conversations with English speakers and through television and radio) through

reading and studying graphic novels. Graphic novels present “engaging content in a

sequential, logical order” (Smetana et al., 2009, p. 231) and contain visual communication

that is “rich, evocative and immediate, and transcends barriers that language sometimes

raises” (Smetana et al., 2009, p. 230).

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As the popularity of graphic novels is rising and the benefits of incorporating them

into today’s evolving literacies are becoming clear, focus should be placed on educating

future librarians, teachers, and teacher librarians in this format. Downey states, “academic

libraries should carry graphic novels in their collections for pleasure reading by students

and faculty, to serve as examples of modern art and graphic design, and for historical value;

but they also should be included in subject-‐specific curriculum and instruction collections

for education majors preparing for practicum and developing lesson plans” (2009, p. 182).

Williams and Peterson also indicate, “academic libraries that support teacher education

and library science programs need to evaluate their collecting practices to determine

whether they are providing adequate support for students to learn about graphic novels

suitable for teenage students and library users” (2009, p. 171-‐172). Torren is a champion

for the inclusion of graphic novels in academic libraries and maintains that librarians need

to reexamine the “longstanding societal and academic prejudices against comics” (2011, p.

56). She also states that “librarians need to spread the word, even amongst themselves, that

they need to stay current with adult literature and literary trends and that GNs are an

emerging area of scholarly study and a significant development in the contemporary adult

literary marketplace” (2011, p. 68). O’English, Matthews, and Lindsay (2006) put forth an

argument that complements Torren’s and reminds readers that libraries, whether public or

academic, should advocate for reading in all its forms and formats. “Beyond the value of

graphic novels as scholarly and cultural resources, an academic library that collects graphic

novels is also continuing in a tradition of providing resources for students and others in the

academic community who are looking for reading material not only to enhance their

scholarship or teaching, but also to enjoy for personal pleasure and recreation” (O’English,

Matthews, & Lindsay, 2006, p. 175).

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Bibliography

Entry 1: Alvermann, D. E., & Hagood, M. C. (2000). Critical media literacy: Research, theory,

and practice in “new times.” The Journal of Educational Research, 93(3), 193-‐ 205.

Abstract: “Reviews literature on critical media literacy, producing a framework for exploring its implications for educators teaching literacy skills in "New Times." The article examines work on critical theory, popular culture, and mass media in various fields, arguing that the present discourse of schooling is unable to support the incorporation of critical media literacy as a regular component of the curriculum.” Annotation: Although some material is dated, a great number of references and innovative ideas are encompassed in this advanced and highly-‐cited article. Valuable evidence of the benefits of challenging current educational norms in favor of the invitation of popular culture into the classroom is contained. Focus is primarily placed on multimedia and literacy in general rather than graphic novels specifically. Teachers and teacher librarians will especially benefit from this information. Search Strategy: As I was researching my topic, I found Donna

Alvermann and Margaret Hagood listed references frequently. Paula Griffith is only one of the many authors I came across who cited Alvermann and Hagood. I decided to browse Griffith’s list of references in order to find the specific title she was referencing and determine if it was appropriate. I was able to find the full text of the cited article through the Hagerty Library website.

Database: N/A Method of Searching: Footnote chasing Search String: Referenced in:

Griffith, P. E. (2010). Graphic novels in the secondary classroom and school libraries. Journal of Adolescent & Adult Literacy, 54(3), 181-‐189.

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Scholarly/Refereed Status: According to Ulrich’s, this journal is a refereed academic/scholarly journal. Additionally, according to the journal’s website, “all articles have undergone anonymous double-‐blind [peer] review.”

Entry 2: Alvermann, D. E., & Xu, S. H. (2003). Children’s everyday literacies: Intersections

of popular culture and language arts instruction. Language Arts, 81(2), 145-‐ 154.

Abstract: “Children's everyday literacies can be used in schools to connect popular culture with the language arts curriculum. Here, Alvermann and Hong Xu define the term popular culture and provide a description of four approaches to using popular culture in the classroom, attending to the tension created when teachers try to develop student's critical awareness of the very things the children find most pleasurable about popular culture.” Annotation: Material complements Alvermann & Hagood (2000) and builds upon ideas by providing specific examples of including popular culture into the curriculum. Focus is placed more on television shows, movies, music, and bestselling books rather than on graphic novels. Unique and valuable elements include more accessible level of information for the reader, as opposed to Alvermann & Hagood (2000), and a new idea of incorporating a teacher’s own interests and ideas about popular culture into the curriculum. Teachers and teacher librarians will especially benefit from this information. Search Strategy: As I was researching my topic, I found Donna

Alvermann and Shelley Xu listed as references frequently. Adam Schwartz is only one of the many authors I came across who cited Alvermann and Xu. I decided to browse Schwartz’s list of references in order to find the specific title he was referencing and determine if it was appropriate. I was able to find the full text of the cited article through the Hagerty Library website.


Schwartz, A., & Rubinstein-‐Avila, E. (2006). Understanding the manga hype: Uncovering the

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multimodality of comic-‐book literacies. Journal of Adolescent & Adult Literacy, 50(1), 40-‐49.

Scholarly/Refereed Status: According to Ulrich’s, this journal is a refereed

academic/scholarly journal. Additionally, according to the journal’s website, “manuscripts are reviewed anonymously by at least two members of the Editorial Review Board.”

Entry 3: Bucher, K. T., & Manning, M. L. (2004). Bringing graphic novels into a school’s

curriculum. The Clearing House, 78(2), 67-‐72.

Abstract: “Many young adults enjoy graphic novels because the genre differs so dramatically from the books that educators traditionally have encouraged adolescents to read. To help educators adjust to this new reality, Manning looks at the various types of graphic novels, the reasons for using them, the characteristics of quality graphic novels, and suggestions for using graphic novels in middle and secondary classrooms.” Annotation: Valuable points include the emphasis on the benefits of taking advantage of the current popularity of graphic novels by integrating them into the school library and curriculum. The author provides a list of publishers, series titles, websites that review graphic novels, and recommendations for different curriculums, which can all act as a great starting point for librarians or teachers unfamiliar with graphic novels. Search Strategy: Katherine Bucher and M. Lee Manning were listed as

references more than once within my selected articles. I also found that the title of their article jumped out at me while I was browsing Williams and Peterson’s list of references so I decided to locate it and determine if it was appropriate. I was able to find the full text of the cited article through the Hagerty Library website.


Williams, V. K., & Peterson, D. V. (2009). Graphic novels in libraries supporting teacher education and

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librarianship programs. Library Resources & Technical Services, 53(3), 166-‐173.


academic/scholarly journal. Additionally, according to the journal’s website, the journal includes “peer-‐reviewed articles.”

Entry 4: Christensen, L. L. (2006). Graphic global conflict: Graphic novels in the high school

social studies classroom. The Social Studies, 97(6), 227-‐230.

Abstract: “Graphic novels are standalone stories told in comic book format. In contrast to superhero comic books, graphic novels are more serious, often nonfiction, full-‐length, sequential art novels that explore the issues of race, social justice, global conflict, and war with intelligence and humor. The visual component of graphic novels supports text comprehension, making the stories accessible to readers at all levels. Graphic novels are extremely popular with teenagers, and using a few selections in the social studies classroom is an enjoyable way to stimulate critical conversations about their world. The author summarizes and suggests discussion questions for nine graphic novels that richly describe political and social conflicts in Bosnia, Palestine, Iran, Sudan, and Holocaust Germany.” Annotation: Valuable elements of this article include the specific

focus on graphic novels within the Social Studies classroom as well as the suggestion of graphic novels for specific areas within that curriculum. Although the article is brief, the unique attention to the depiction of social and political issues through graphic novels provides readers something different from the attention to literacy that the majority of the other articles depicted.

Search Strategy: I decided to search INFOMINE in an attempt to find

additional specific information on my topic within the Deep Web. This was an initial search using this database so I chose a keyword approach. INFOMINE led me to the Journal of Graphic Novels & Comics, which I was able to access through Taylor & Francis Online. I searched within the entire website for: graphic novels and librar* and was able to locate this article, which was available in full-‐text format through the Hagerty Library website.

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Database: INFOMINE Method of Searching: Keyword searching Search String: graphic novels Scholarly/Refereed Status: According to Ulrich’s, this journal is a refereed

academic/scholarly journal. Additionally, according to the journal’s website, “all research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by anonymous referees.”

Entry 5: Downey, E. M. (2009). Graphic novels in curriculum and instruction collections.

Reference & User Services Quarterly, 49(2), 181-‐188.

Abstract: “Graphic novel collection and use has become a popular topic in the library community; most of the literature has focused on collecting in school and public libraries. The number of academic libraries that carry graphic novels has increased, but those collections and the few articles addressing graphic novels in academic librarianship have focused on serving the recreational reader or the pop culture historian. Meanwhile, the education community has begun to embrace graphic novels as a way to reach reluctant readers; engage visual learners; and improve comprehension and interpretation of themes, literary devices, and social issues, among other topics. As graphic novels are increasingly used in the classroom, students majoring in elementary and secondary education should have access to these materials as they prepare for their future careers. Making graphic novels a specific part of the curriculum and instruction collection supports the academic library’s mission to meet the research and training needs of the faculty, staff, and students.” Annotation: This article does not offer any innovative research or revelations per se, but it does offer an extensive compilation of significant works on the topic as well as examples of anecdotal and research evidence of the success of using graphic novels in the classroom. The author provides a lengthy list of references that can be very valuable in locating additional supporting information and case studies. Search Strategy: I selected Library Literature & Information Science

(within Dialog) because of the variety of articles it contains related to library science. This was an initial search using this database so I chose a keyword approach.

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Database: Library Literature & Information Science [Dialog] Method of Searching: Keyword searching Search String: ? ss graphic(w)novel? and librar?

S1 941 GRAPHIC S2 4843 NOVEL? S3 692 GRAPHIC(W)NOVEL? S4 194096 LIBRAR? S5 133 GRAPHIC(W)NOVEL? AND LIBRAR?

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academic/scholarly journal. Additionally, according to the journal’s website, “the journal follows a policy of double-‐blind refereeing of articles in advance of publication.”

Entry 6: Frey, N., & Fisher, D. (2004). Using graphic novels, anime, and the Internet in an

urban high school. English Journal, 93(3), 19-‐25.

Abstract: “Alternative genres such as graphic novels, manga, and anime are employed to build on students' multiple literacies. It is observed that use of visual stories allowed students to discuss how the authors conveyed mood and tone through images.” Annotation: Unique elements include the relation of the authors’ personal experiences in teaching a writing course to English as a Second Language students in an urban high school. The use of popular culture (including graphic novels, the Internet, and magazines) in the classroom is explored and examples of students’ writing are incorporated to illustrate new understanding in the interpretation of the language and employment of new writing techniques. This article is valuable especially for teachers looking to employ non-‐traditional writing prompts in the classroom.

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Search Strategy: Nancy Frey and Douglas Fisher were listed as references more than once within my selected articles. I also found that the title of their article jumped out at me while I was browsing Williams and Peterson’s list of references so I decided to locate it and determine if it was appropriate. I was able to find the full text of the cited article through the Hagerty Library website.


Williams, V. K., & Peterson, D. V. (2009). Graphic novels in libraries supporting teacher education and librarianship programs. Library Resources & Technical Services, 53(3), 166-‐173.


academic/scholarly journal. Additionally, according to the journal’s website, “English Journal is refereed, and virtually all manuscripts are read by two or more outside reviewers.”

Entry 7: Friese, E. E. G. (2008). Popular culture in the school library: Enhancing literacies

traditional and new. School Libraries Worldwide, 14(2), 68-‐82.

Abstract: “In an evolving landscape of traditional and new literacies, the roles of the school library and teacher librarian are changing. In order to support instruction in multiple literacies, teacher librarians must rethink both collections and services. Materials featuring popular culture influences are explored for their relevance to several types of literacy instruction. The inclusion of popular culture materials in school library collections can support achievement in traditional literacy while facilitating connection with everyday literacy practices. Popular culture materials also provide instructional opportunities for critical media literacy as well as information literacy. Popular culture texts are worthy of inclusion in school library collections for reasons enhancing both pedagogy and enjoyment.” Annotation: Especially valuable information for school and teacher librarians. Uniquely approaches the topic of incorporating popular culture into the school library by focusing on

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popular characters from television shows, movies, video games, and comic books. Explores six reasons to support the incorporation of popular culture into the school library with supporting evidence and hyperlinks to referenced media. Search Strategy: I searched Google Scholar in order to incorporate some

Web resources into my bibliography. This was an initial search using this database so I chose a keyword approach. The full text of the article was available through Google Scholar.

Database: Google Scholar Method of Searching: Keyword searching Search String: graphic novels and literacy and libraries Scholarly/Refereed Status: According to Ulrich’s, this journal is a refereed

academic/scholarly journal. Additionally, according to the journal’s website, “it is a refereed, peer-‐reviewed journal.”

Entry 8: Griffith, P. E. (2010). Graphic novels in the secondary classroom and school libraries.

Journal of Adolescent & Adult Literacy, 54(3), 181-‐189.

Abstract: “The author examines the rise in popularity of graphic novels, the sales of which have steadily increased as their influence expands into adolescent culture. This article also includes an overview of current research results supporting the use of graphic novels within the classroom and school library; graphic novels support English-‐language learners and those students with reading disabilities. Finally, graphic novels are changing the language we use to frame our knowledge about literacy, text, and image. (Contains 2 tables.)” Annotation: Unique elements include the author’s examination of her own introduction to graphic novels and how she incorporated them as a middle school librarian as well as in her teaching a library science class in a school library education program. Additional unique features include the provision of evaluation criteria for when one is considering overall format, illustration, fiction, nonfiction, and readability levels. The author references a significant number of related publications and makes several recommendations for different graphic novel genres as well as graphic novels that can be used for specific

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curriculums, which can be valuable to a teacher or librarian who is unfamiliar with graphic novels. Search Strategy: I selected ERIC (within Dialog) because of the variety of

articles it contains related to education. This was an initial search using this database so I chose a keyword approach.

Database: ERIC [Dialog] Method of Searching: Keyword searching Search String: ? ss graphic(w)novel? and librar?



academic/scholarly journal. Additionally, according to the journal’s website, it is a “peer-‐reviewed publication.”

Entry 9: Hassett, D. D., & Schieble, M. B. (2007). Finding space and time for the visual in k-‐12

literacy instruction. English Journal, 97(1), 62-‐68. Abstract: “Dawnene D. Hassett and Melissa B. Schieble contend that literacy instruction must include attention to the multiple ways in which print and visual images work together. They propose ways to update accepted reading strategies "with visual texts and new literacies in mind." Using examples from picture books and graphic novels, they expand our understanding of how readers extend three cueing systems-‐-‐graphophonic, semantic, and syntactic-‐-‐to negotiate multiple levels of meaning in visual texts. (Contains 2 notes.)” Annotation: Focus in this article is placed much more heavily on the actual shift in the definition of the term “text” as well as the shift in ideas about literacy learning. A new type of reading instruction that is built upon pre-‐existing reading research but includes new forms of text and literacies is suggested. Examples of children’s books as well as graphic

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novels are mentioned, but the authors do not delved into providing specific suggestions as to how to incorporate them into specific curriculums. Also, the authors focus solely on literacy education and do not mention their opinions regarding graphic novels in libraries. Search Strategy: I decided to search JSTOR after searching numerous

other databases in order to find academic sources related to library science and education. This was an initial search using this database so I chose a keyword approach. As I was logged in to the database through the Hagerty Library website, I was able to access the full text of the article directly from JSTOR.

Database: JSTOR Method of Searching: Keyword searching Search String: graphic novels and literacy Scholarly/Refereed Status: According to Ulrich’s, this journal is a refereed


Entry 10: Heaney, M. J. (2007). Graphic novels: A sure bet for your library. Collection Building,

26(3), 72-‐76.

Abstract: “Purpose – Provides a comprehensive review of the significance attributed to the usefulness, practicality and appropriateness of graphic novels in the school library media center with specific implications for collection development. Design/methodology/approach – A careful review of recent literature provides the school media specialist with an overview of graphic novels including definitions, challenges, benefits, helpful resources, curricular connections and collection development issues. The sources reflect the recent trends in the increasing popularity of graphic novels and their use and benefit in school media centers. Findings – Presents information on the definitions of graphic novels and the challenges and benefits specific to the school media center. Notes that while challenges exist, the benefits of including graphic novels in the school library media center are many, including engaging reluctant readers. Offers practical information for collection development and provides useful sources that serve many purposes. Practical implications – Offers background information for the school library media specialist about

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graphic novels. Includes advice and practical strategies for building a graphic novel collection in the school media center. Originality/value – This paper reflects recent trends toward increased interest in graphic novels and offers the school media specialist practical advice on how to best meet that growing interest by including graphic novels in the school media center.” Annotation: Fairly recent publications (primarily between 2002 and 2005) are reviewed and used to support the author’s argument that the benefits of including graphic novels in a library’s collection strongly outweigh any challenges the inclusion might present. Search Strategy: I selected Library Literature & Information Science




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academic/scholarly journal. Additionally, according to the journal’s website, articles are “sent to at least one independent referee for double blind peer review.”

Entry 11: Hughes, J., & King, A. E. (2010). Dual pathways to expression and understanding:

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Canadian coming-‐of-‐age graphic novels. Children’s Literature in Education, 41(1), 64-‐84.

Abstract: “In this article, the authors examine three Canadian coming-‐of-‐age stories, written as graphic novels, and pay particular attention to how the images and print text come together in the telling of the narrative. This approach reinforces the notion that form and content cannot be separated in this medium. Drawing on examples from each of the graphic novels and the interviews with the graphic novelists who wrote them, the article explores the complexity of the coming-‐of-‐age theme in each graphic novel, as well as how print text and image converge to make meaning.” Annotation: Readers are walked through the critical analysis of three graphic novels including commentary from the authors of said graphic novels. Distinctive features of this article include the revelation of how authors and illustrators decide upon the style of their graphic novel (layout, color, types of illustrations, content of text), motivations behind the content and style, and intended meanings, which can aid teachers and teacher librarians in deciding what types of graphic novels into their curriculum or collection and how they can analyze them with students. Search Strategy: I searched Google Scholar in order to incorporate some

Web resources into my bibliography. This was an initial search using this database so I chose a keyword approach. The full text of the article was available through the Hagerty Library website.

Database: Google Scholar Method of Searching: Keyword searching Search String: graphic novels and libraries Scholarly/Refereed Status: According to Ulrich’s, this journal is a refereed

academic/scholarly journal. Additionally, according to the journal’s website, “CLE is a peer-‐reviewed journal.”

Entry 12: O’English, L., Matthews, J. G., & Lindsay, E. B. (2006). Graphic novels in academic

libraries: From Maus to manga and beyond. The Journal of Academic Librarianship, 32(2), 173-‐182.

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Abstract: “This article addresses graphic novels and their growing popularity in academic libraries. Graphic novels are increasingly used as instructional resources, and they play an important role in supporting the recreational reading mission of academic libraries. The article will also tackle issues related to the cataloging and classification of graphic novels and discuss ways to use them for marketing and promotion of library services.” Annotation: This article is frequently cited in the literature and delves deeply into the issues with cataloging and classifying graphic novels in the library. It also promotes including graphic novels in the academic library for pleasure or recreational reading rather than just for educational purposes. Search Strategy: I selected Library Literature & Information Science




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academic/scholarly journal. Additionally, according to the journal’s website, the journal is “an international and refereed journal.”

Entry 13:

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Schwartz, A., & Rubinstein-‐Avila, E. (2006). Understanding the manga hype: Uncovering the multimodality of comic-‐book literacies. Journal of Adolescent & Adult Literacy, 50(1), 40-‐49.

Abstract: “The authors introduce manga to educators, inspired by the comics' explosive entry into U.S. popular culture. The word "manga" refers specifically to printed, Japanese-‐style comics found in graphic-‐novel format-‐-‐not to be confused with "anime" (animated Japanese cartoons, including moving images on television, movies, video games). There are two strong reasons that warrant directing educators' attention toward manga. First, there has been a sharp rise in the comics' popularity, evident by record-‐setting sales of manga across the United States; second, the authors argue that manga require-‐-‐if not demand-‐-‐critical, multimodal reading skills. Although scholars in education have explored the role of popular culture in youths' literacy and meaning making, the popularity of manga specifically has not been addressed by educators and literacy researchers. This article is intended to raise awareness about manga, explore their semiotic features, and emphasize the multimodal demands of these texts on readers. The authors also explore how manga serve as sites for negotiating and creating alternative identities. A history and survey of the various styles of the genre are included, as well as the relationship between manga and the New Literacy Studies. Finally, the authors explore ways in which manga can aid or facilitate classroom learning as a literacy practice.” Annotation: Extremely valuable content for teachers or librarians who are unfamiliar with manga and who are interested in recommending it to library patrons or incorporating it into a school library or curriculum. It is unique in that it focuses solely on the manga style rather than graphic novels in general which is the focus of many other articles included. Search Strategy: The title of this article stood out to me as I was

browsing Paula Griffith’s list of references so I decided to locate it to determine if it was appropriate. I was able to locate the full text through the Hagerty Library website.


Griffith, P. E. (2010). Graphic novels in the secondary classroom and school libraries. Journal of Adolescent & Adult Literacy, 54(3), 181-‐189.


academic/scholarly journal. Additionally, according to

Laura Atwell 21

the journal’s website, it is a “peer-‐reviewed publication.”

Entry 14: Schwarz, G. (2002). Graphic books for diverse needs: Engaging reluctant and curious

readers. The ALAN Review, 30(1), 54-‐57. Abstract: “Presents suggestions regarding graphics books that focus on superheroes, mysteries and crime, real life issues, and history that are aimed especially at teens who resist reading and are not confident in their reading abilities. Describes five useful resources for teachers and media specialists interested in graphic novels.” Annotation: Schwarz is a highly-‐cited author in this area of the field and this article is valuable in that it offers specific recommendations of graphic novels for different types of readers and why they are appropriate. Complements other articles written by Schwarz on the topic. Search Strategy: I selected ERIC because of the variety of articles it

contains related to education. I found Gretchen Schwarz to be one of the most highly-‐cited authors in this topic throughout my research. I already had two articles written by her, but I decided to search specifically for her name within ERIC in order to find other potential sources. I was then able to locate the full text of the article through the Hagerty Library website.

Database: ERIC Method of Searching: Author searching Search String: gretchen schwarz Scholarly/Refereed Status: According to Ulrich’s, this journal is a refereed

academic/scholarly journal. Additionally, within its “Instructions for Authors” section in Volume 28, Number 1, it states, “The ALAN Review is a peer-‐reviewed (refereed) journal.”

Entry 15:

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Schwarz, G. (2006). Expanding literacies through graphic novels. English Journal, 95(6), 58-‐64.

Abstract: “Gretchen Schwarz offers a rationale, based on the need for current students to learn multiple literacies, for the use of graphic novels in the high school English class. She highlights several titles, suggests possible classroom strategies, and discusses some of the obstacles teachers may face in adding graphic novels to their curriculum.” Annotation: Valuable points included in the description of how graphic novels expand beyond the traditional borders of literacy (reading and writing of print) and how that is necessary in today’s society in which new knowledge and skills are required to deal with rampant visual and verbal messages. Other valuable points include the discussion of the ability of graphic novels to connect curriculums as well as the potential they lend for affirming diversity and examining ideas or practices that proclaim inequity. This evidence can be valuable for those unfamiliar with or wary of including graphic novels in a school’s library or curriculum. Complements other articles written by Schwarz on the topic. Search Strategy: Gretchen Schwarz was listed countless times as a

reference throughout my research. I was able to locate a specific title by browsing Williams and Peterson’s list of references and I decided to locate it and determine if it was appropriate. I was able to find the full text of the cited article through the Hagerty Library website.


Williams, V. K., & Peterson, D. V. (2009). Graphic novels in libraries supporting teacher education and librarianship programs. Library Resources & Technical Services, 53(3), 166-‐173.



Entry 16:

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Schwarz, G. E. (2002). Graphic novels for multiple literacies. Journal of Adolescent & Adult Literacy, 46(3), 262-‐265.

Abstract: “Graphic novels offer value, variety, and a new medium for literacy that acknowledges the impact of visuals. These novels appeal to young people, are useful across the curriculum, and offer diverse alternatives to traditional texts as well as other mass media.” Annotation: The author packs ideas on how to bring new life to classroom readings through graphic novels into this short article. Especially valuable points include suggestions for graphic novels to be used in art, science, math, philosophy, and sociology curriculums as well as a list of resources for finding, understanding, and using graphic novels in the classroom and the school library. Complements other articles written by Schwarz on the topic. Search Strategy: Gretchen Schwarz was listed countless times as a

reference throughout my research. I was able to locate a specific title by browsing Bucher and Manning’s list of references and I decided to locate it and determine if it was appropriate. I was able to find the full text of the cited article through the Hagerty Library website.


Bucher, K. T., & Manning, M. L. (2004). Bringing graphic novels into a school’s curriculum. The Clearing House, 78(2), 67-‐72.



Entry 17: Smetana, L., Odelson, D., Burns, H., & Grisham, D. (2009). Using graphic novels in the

high school classroom: Engaging deaf students with a new genre. Journal of Adolescent & Adult Literacy, 53(3), 228-‐240.

Laura Atwell 24

Abstract: “Two high school teachers of Deaf students and two teacher educators present this article about the use of graphic novels as an important genre for teaching literacy and academic skills in the high school classroom. During a summer session for failing Deaf students at a state-‐sponsored school, two English teachers taught and documented their students' experiences in reading and responding to selected graphic novels. They collaborated with two teacher educators in reviewing the literature on the usefulness of graphic novels in motivating and engaging struggling readers. The article provides a description of the project, a rationale for the use of graphic novels, and examples from students' work from the summer session. Resources are included for teachers interested using graphic novels with any group of students. (Contains 4 tables, 6 figures, and 1 note.)” Annotation: This article is valuable and unique in that it specifically addresses literacy issues relating to deaf students and discusses the benefits of incorporating graphic novels into their curriculum while also building off many of the ideas presented in other articles of this nature. Search Strategy: I decided to search JSTOR after searching numerous

other databases in order to find academic sources related to library science and education. This was an initial search using this database so I chose a keyword approach. As I was logged in to the database through the Hagerty Library website, I was able to access the full text of the article directly from JSTOR.

Database: JSTOR Method of Searching: Keyword searching Search String: graphic novels and libraries Scholarly/Refereed Status: According to Ulrich’s, this journal is a refereed


Entry 18: Toren, B. J. (2011). Bam! Pow! Graphic novels fight stereotypes in academic

libraries: Supporting, collecting, promoting. Technical Services Quarterly, 28(1), 55-‐69.

Laura Atwell 25

Abstract: “This study examines the launch of a graphic novel collection in an academic library and presents a study analyzing the increase of titles in American Research Libraries with the subject heading ‘‘Graphic Novels’’ between fall 2008 and fall 2009. Statistics show a 40% increase, averaging 62 additional titles, during a year of global financial crisis. Exploring the prejudice against comics lingering in more traditional corners of academia, this paper encourages librarians to counter stereotypes and therefore bring more people, including other librarians, to view graphic novels as literature. This study includes recommended practices for supporting, collecting, and promoting these collections.” Annotation: This currency of this article makes it very valuable as well as the fact that it cites and complements many previously published works in this area. It is unique because it presents results from an informal qualitative survey taken among West Virginia University faculty as well as a more formal quantitative survey among American Research Libraries. Images are incorporated into the text to illustrate points and provide examples and objections and obstacles to graphic novel inclusion, techniques to convey legitimacy of graphic novels, suggestions for collection-‐development criteria, and collection promotion are offered, which makes it quite all-‐encompassing in relation to the topic of graphic novels in academic libraries. Search Strategy: I selected Library Literature & Information Science




? s s5 and py=2000:2011

133 S5 190595 PY=2000 : PY=2011 S6 123 S5 AND PY=2000:2011

Laura Atwell 26

Scholarly/Refereed Status: According to Ulrich’s, this journal is a refereed academic/scholarly journal. Additionally, according to the journal’s website, “manuscripts submitted to this journal undergo editorial screening and peer review by anonymous reviewers.”

Entry 19: Williams, V. K., & Peterson, D. V. (2009). Graphic novels in libraries supporting

teacher education and librarianship programs. Library Resources & Technical Services, 53(3), 166-‐173.

Abstract: “Academic libraries supporting education and library science programs collect juvenile literature to support courses that teach students to evaluate and use books with children and teenagers. Graphic novels have not only become popular with teens but also are being frequently discussed in both the education and library literature. This paper discusses the literature on graphic novels for teens, explores the extent to which academic libraries supporting education and library science programs collect graphic novels for teens, and concludes that academic librarians responsible for juvenile collections should evaluate their graphic novel holdings and begin actively collecting graphic novels for teens.” Annotation: Unique features include the relation of the results of a 2008 examination of library holdings for institutions with programs accredited by the American Library Association and the National Council for Accreditation of Teacher Education. Holdings of titles that were listed on the Young Adult Library Services Association’s 2007 and 2008 “Great Graphic Novels” for Teens list were measured and compared with accreditation type, collection size, Carnegie classification, and U.S. region. Results are displayed in tables. Possible reasons for the omission of graphic novels in academic libraries as well as ideas for further research in this area are also suggested and add value to this source. Search Strategy: I selected Library Literature & Information Science



Laura Atwell 27


? s s5 and py=2000:2011

133 S5 190595 PY=2000 : PY=2011 S6 123 S5 AND PY=2000:2011


academic/scholarly journal. Additionally, according to the journal’s website, “all submissions will be rigorously reviewed in a double-‐blind process.”

Conclusion and Personal Statement

I was first introduced to graphic novels about seven years ago in a college-‐level

popular fiction English course and since then I have been a fan. I am partially able to keep

up-‐to-‐date with newly released, popular, and award winning graphic novels through my

best friend who is a Youth Services Librarian. Since I became familiar with this format of

text and learned firsthand how it can be appropriate for the classroom (and for pleasure

reading), I have felt that it deserves the attention of librarians and educators. I was very

interested to find out what the scholarly research had to say about this topic and found that

overall my beliefs about the value graphic novels can have in a child or young adult’s life

and education were reinforced and even expanded. Disappointingly, I found that graphic

novels are still not always considered literature or an appropriate tool for literacy, but I

feel that they will continue to gain support and acceptance as time progresses. I will be

interested in keeping up with this issue in the future.

Along with the value I found in the content of the articles I located, I found value in

the research process as a whole. I was able to explore search styles and tools that were new

to me (Dialog, Deep Web, etc.), critically analyze the data and determine whether or not the

sources were scholarly, and combine everything into the Annotated Bibliography, which is

Laura Atwell 28

a new format for me. I did have some difficulty writing the annotation segments, but I

enjoyed many of the other steps and found my results to be rewarding. I think the

Annotated Bibliography is a great format for presenting a collection of resources on a

certain topic and I found it to be an entirely relevant exercise for the conclusion of this

course.

Academic Honesty Statement

I certify that:

• This assignment is entirely my own work.

• I have not quoted the words of any other person from a printed source or website

without indicating what has been quoted and providing an appropriate citation.

• I have not submitted this assignment to satisfy the requirements of any other

course.

Signature Laura R. Atwell

Date December 4, 2011

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