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The Evolution of Teaching with Graphic Novels

The Evolution of Teaching with Graphic Novels The Evolution of Teaching with Graphic Novels --Janette Hughes with Laura Morrison Much has changed since I began teaching in a Preservice Teacher Education program in 2006. Back then, when I introduced our future elementary and secondary English Language Arts teachers to graphic novels, only a few students in each class had any experience with them. Most of the teacher candidates knew about and had read comics at some point in their lives, but only a few had actually read a graphic novel. Now, eight years later, almost all of them know what a graphic novel is, and some enter my classes having taken university courses in the area. Despite the growing popularity of graphic novels, however, there are still those who enter our program who have never read one, and none of the novice teachers in my courses has ever read one for a course in high school. In a recent M.Ed. graduate courses I taught on digital literacies, an experienced educator and teacher librarian in the group commented that there is certainly still "a reluctance to accepting the graphic novel as a `worthy' read." As a teacher librarian, I hear this all the time when teachers http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Jeunesse: Young People, Texts, Cultures University of Winnipeg

The Evolution of Teaching with Graphic Novels

Jeunesse: Young People, Texts, Cultures , Volume 6 (2) – Feb 22, 2014

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Publisher
University of Winnipeg
Copyright
Copyright © The University of Winnipeg
ISSN
1920-261X
Publisher site
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Abstract

The Evolution of Teaching with Graphic Novels --Janette Hughes with Laura Morrison Much has changed since I began teaching in a Preservice Teacher Education program in 2006. Back then, when I introduced our future elementary and secondary English Language Arts teachers to graphic novels, only a few students in each class had any experience with them. Most of the teacher candidates knew about and had read comics at some point in their lives, but only a few had actually read a graphic novel. Now, eight years later, almost all of them know what a graphic novel is, and some enter my classes having taken university courses in the area. Despite the growing popularity of graphic novels, however, there are still those who enter our program who have never read one, and none of the novice teachers in my courses has ever read one for a course in high school. In a recent M.Ed. graduate courses I taught on digital literacies, an experienced educator and teacher librarian in the group commented that there is certainly still "a reluctance to accepting the graphic novel as a `worthy' read." As a teacher librarian, I hear this all the time when teachers

Journal

Jeunesse: Young People, Texts, CulturesUniversity of Winnipeg

Published: Feb 22, 2014

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