Reversing the “Decline by Nine”: Engaging Reluctant Readers with Graphic Novels in the Elementary SLLC
by Ian Bates
The purpose of this paper is to examine the driving question “How can an intentionally collected and curated selection of graphic novels and hybrid books increase reading engagement and enjoyment in reluctant readers in the K-5 SLLC? To examine this question this paper will first define the terms used in the question. This paper will then explore the literature and data supporting the contention. Finally, this paper will explore data gathered from the author’s own LLC circulation statistics, as well as survey question results from students in the K-5 demographic.
Ian,
ReplyDeleteIt's so good to see and hear from you again! You know of my fondness for graphic novels so, of course, I gravitated to your paper. I don't know if I've asked these questions of you before, so apologies if I'm repeating myself.
1) Why do you think that so few elementary school libraries stock manga? I have my own theories, but did you notice anything in the research?
2) Do you use the term hybrid with your students to describe books like Diary of a Wimpy Kid? What other descriptors are used? Or does it even matter what we call these kinds of books?
3) Do you use any particular spine labels or identifying features when shelving your manga, graphic novel or hybrid books?
4) How do you keep the shelves in these sections from becoming a complete disaster? I know that sometimes they don't even make it on the shelf but I've found that students will hide favourite titles in different areas of the library so they can have private, personal access!
Diana
Diana,
ReplyDeleteWonderful to hear from you again and thank you for encouraging to submit the paper! And great questions
1) I think many elementary librarians are reticent to stock Manga due to the fear of the unknown. Most librarians haven’t read Manga so it feels foreign and we tend to avoid things we don’t know. It can be stylistically hard to ease into based on the art style and reading format (back to front compared to traditional graphic novels). There is also the fear of accidentally shelving inappropriate content. A lot of manga can contain sexual or violent content. The librarian has to be very careful and intentional with their selections. It’s easier to shy away that risk it for many librarians.
2. I use hybrid as my term but just because I kinda feel it describes them. They are a hybrid between traditional novels and graphic novels. How have you heard them categorized? It doesn’t really matter so much what they’re called. Most kids know what they want.
3. Months don’t use identifying spine labels other than the small type “GN” thst arrive on the label. But they have their own section ( by far the busiest in the LLC). The hybrid novels are stocked with the fiction books but stand out because of the quantity of titles in a series (Wimpy Kid, Dork Diaries, Captain Underpants, etc.)
4. You’re spot on with everything you said here. Most popular titles never make it back to the shelf but are traded among classmates and plucked from the return bin. As for the shelves… I do a straighten up after each class because despite my many lessons on returning the book to the right space, spine out etc. it always gets ransacked. Oh well… a little cleaning is a small price to pay for reading engagement. It’s so funny you mention the hiding. It happens…. I constantly find Pokémon and Dog Man stashed in random areas. That’s hilarious. Glad I’m not alone
Thanks again Diana and really appreciate the support
Hi Ian! Great to read your paper again now that it’s published. You inspired me to power through and write one too, so thank you! To piggy back on your graphic novel shelving discussion, we only shelve by series and not alphabetically. It helps this popular shelf remain somewhat organized as it’s easier for students to shelve and library helpers love reorganizing them by series so that’s a plus! In terms of manga, I tend to go with very well-known series (eg:Pokémon) as I assume (and hope!) there is less potential violent content or themes for our K-6 students.. manga is up there with graphic novels at our school too, very popular of course!
ReplyDeleteHi Ian,
ReplyDeleteI'm very tired of having the argument with teachers and teacher-librarians about graphic novels, manga and hybrid books. As a district helping teacher I hope they would get the message a bit better, but I ended up having to loudly say to a student the other day that OF COURSE his choice of a graphic novel counted as real reading when his teacher told him to put it back and choose another one. She wasn't happy with me, but I pulled out this paper and pointed out that as a grade three teacher she had a vested interest in not contributing to the decline by nine.
Throughout my childhood I heard that comics and graphic novels weren't a legitimate form of reading. Well, to paraphrase George Bush Snr, "Now I'm in charge of this library and I'm not gonna eat any more of that".
Wow!! I’m truly honoured that you quoted my paper and encouraged that student to follow his engagement. Thank you!!!
DeleteSorry, the comment was from me, the author
DeleteIn collection mapping, we often chunk the collection into smaller pieces that have a certain patronage in mind or function. These chunks are like separate entities that have their own budget and purpose that is evaluated as that trunk begins to respond to either the curriculum or two interest of the patrons. I am wondering about e-books in addition to printed books and resources such as teaching books to provide students with all types of materials related to their particular interest in a particular topic, we can also think of video or blog post or all kinds of other resources related to the chunk. I know that an OP pack such as destiny provides the opportunity to build these chunks in a way that is easy to build, maintain, or deemphasize as needed. Artificial intelligence is also helping us with tools to do this in order to build truly responsible and responsive collections that target all types of learning experience experiences. Thanks for your paper.
ReplyDeleteA friendly reminder to always identify yourself when commenting, either by signing into your Google account, or by naming yourself at the beginning of your comment.
DeleteSo glad to see this. In a fit of passive-aggression, I bought and framed a poster designed by Nate Powell that succinctly outlines in 9 panels why comics and graphic novels are reading, after hearing a colleague dismiss graphic novels during lunch one day. (Audiobooks get a bad rap, too, for not being “real” reading; and just before winter break I had to convince one of my ELL students that audiobooks were not cheating.)
ReplyDeleteI’m lucky enough to have a TL in one of our other middle schools that is really into manga, and she’s helped me find some titles that are more age relevant for middle grades.
The Comic Book Legal Defense Fund has some nice resources about how to teach with graphic novels. Sounds like a cool pro d session!
DeleteThank you Lisa. Would you be able to point me toward a place I could find that paper?
DeleteAgain, sorry. The above comment is from me
ReplyDelete