Graphic Novels

Graphic Novels

Graphic novels is generally referred to any book in a comic format in length and narrative development. Graphic novels combine text and illustration to convey the story/information.  They differ from picture books and comic books in the complexity of the story.  They have a wide range of readers and abilities, the myth is that they are created for the unmotivated and struggling reader. Graphic novels are not a genre but are by a form/format. Graphic novels have a developed narrative and illustrations that are integral components of the story.
Graphic novels serve as bridges. They have all the literacy elements of traditional stories. Literary devices are incorporated in graphic novels. Graphic novels offer educators the same possibilities as a teaching tool as other types of stories. Scaffolding of illustrations in addition to text make some abstract concepts more concrete. Graphic novels can be used to develop skills and visual literacy. Students should  be taught how to read a graphic novels
Color, line and size of frame play active roles in the storytelling. White space in a graphic novel is important. There can be various types of art in graphic novels. Sometimes information about the type of media used in a graphic novel is found on the copyright page of the book.

Major types of graphic novels:
a. Manga - Manga: The Japanese word for "comic" but in the US is used to descript Japanese style comics. Manga is read from top to bottom and right to left as this is the traditional Japanese reading pattern. Though, technically Manga refers to Japanese comics, many think Manga refers to a style.
B. Superhero Story: Superhero graphic novels have taken the most popular form of comics and turned what were once brief episodic adventures into epic sagas. Superhero comics are dominated by a few mainstream publishers Marvel, DC, and Darkhorse.
C. Personal Narratives ("Perzines"): are autobiographical stories written from the author's personal experiences, opinions, and observations.
D. Non-fiction: are similar to Perzine's in that they are written from the author's personal experience, but the author is generally using their own experience to touch upon a greater social issue.

Elements within graphic novels:
Panels – square or rectangles that contain a single scene.
Gutters – space between panels.
Dialog balloons – contains communication between/among characters.
Thought balloons – contains information about a scene or character.
Sound effects – visual sound clues.

Graphic novels promote literacy in various ways: providing motivating, teaching mood and tone, benefits students with special needs- dyslexic, ELL, LEP, etc., contains elements of literature, content areas within many subgenres. Graphic novels can be integrated within most TEKS.

ALSC has 3 graphic novel reading lists divided by grade levels. Little Maverick K-6 is a list for elementary graphic novels. A graphic novel doesn’t have to be used for "learning". They can just be enjoyed as with any book.

Important elements of a graphic novel:
1. Color can be used in a variety of ways in graphic novels.
Darker tones help project mood and tone. Color plays an active role in storytelling.  Ask students “color” questions – what is the color telling us?.
2. Line is a component of art in a graphic novel and the direction of a line can imply different things.
3. Composition is how the illustration is put together. Size and placement are critical components of composition.
4. Frames can be used to contain text and illustration and create panels.  What the art is is trying to convey with different types of frames.
5. Speech balloons contain the text and dialogue.
6. White space is important in graphic novels.  Events often happen in the white space. This helps provide context and connection to the readers.
7. Media and technique/style of illustration functions in graphic novels as it does in art.

Discussions for any graphic novels:
1. How is character revealed and developed through the text? Through the illustrations?
Do you learn something different from text versus illustration?
2. How does the artist use color? What colors seem to be emphasized? Does color play a role in relating the mood and tone of the story?
3. Which, if any, of the characters from the graphic novel series would make for an interesting spin-off? Why?
4. How is mood conveyed through the illustrations? How is it conveyed through the text? In your opinion, which is a better medium for conveying mood and tone?

Internet Sources for Graphic Novels:
Get Graphic: The World in Words and Pictures has resources for teachers and librarians. A lengthy list of graphic novels with suggested age ranges is included along with a blog, reviews of new graphic novels, and links to other sites. getgraphic.org
Graphic Novels: The Internet Public Library includes the history of the format, resources, and links to websites containing more information about graphic novels. ipl.org/div/graphicnovels/gnsHistBasics.html
Graphic Novels Reading List includes lists of recommended graphic novels for K–8 readers. These lists are from the Quicklists Consulting Committee of the Association for Library Service to Children of the American Library Association. http://www.ala.org/alsc/publications-resources/book-lists/graphicnovels2016 
Graphic Novels is a site from the CCBC, the Cooperative Children’s Book Center. Resources for educators include print and online resources, as well as defending the use of graphic novels in the school and library.
ccbc.education.wisc.edu/books/graphicnovels.asp
Eduator's Guide to Graphic novel:
http://www.randomhousekids.com/media/activities/GraphicNovels_EducatorGd_15_WEB.pdf

This chapter, the materials given and videos have been so helpful to me.  Graphic Novels are a form of literature I had no previous experience, I graduated quite a while back from college so graphic novels were not even on the curriculum.  I find the art form amazing and view graphic novels like I do art. I have always appreciated art and I admire the talent it takes to create.
As a librarian this year, graphic novels were checked out repeatedly. As soon as the book was checked in, it was checked out again.  Students have a real love for the form of literature.  I am interested in creating a bridge with student to different subgenres within graphic novels.  At our school, we had a few subgenres but not nearly to what is available on shown in this chapter.  Students love graphic novels so much that they will check out pretty much anything on the shelf. I reordered most of my graphic novels due to condition and was able to expand our selection.  I ordered Spanish versions of several of the popular graphic novels.  Students were so excited.
One drawback is that administration and staff does not see the value of graphic novels.  I feel it is our job to communicate this to those on our campuses.  I create resources comes from the information given in this campus.  The educator’s guide is an excellent resource to give to teach and have displayed maybe above a copier or in the staff lunchroom.  If we want students to have access to this form, we should advocate for them. It is a newer form and 67% of teachers that have not read a graphic novel, we have to show the value of graphic novels.
As a librarian/educator we can bridge some of the hesitancy by creating lesson plans with graphic novels.  If we can show the effectiveness of integrating graphic novels then staff will be open to them. We can start with the lesson plans we create during our library time with students.
At TLA this year during a group panel, Shannon Hale said a teacher said how can we get students to stop reading graphic novels.  She told the teacher say that sentence again and leave out the two last words.  I have quoted her many times to educate others – teachers, parents and to anyone who will listen.  Students are reading and that is the bottom line,. I had students that could not even read in 2nd grade but were checking out graphic novels and learning.  They were discovering the love of reading and holding a book.