Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-20T08:38:43.774Z Has data issue: false hasContentIssue false

Chapter 17 - “Educationally Occupied”

Learning with Comics

from Part III - Uses

Published online by Cambridge University Press:  17 August 2023

By
Susan Kirtley
Edited by
Maaheen Ahmed
Maaheen Ahmed
Affiliation:
Universiteit Gent, Belgium
Get access

Summary

This chapter explores scholarship on comics in education, examining the following themes: teaching with comics, teaching about comics, and teaching through creating and producing comics as a way of processing and communicating information. The chapter discusses each of these interrelated approaches in turn, examining the ways in which comics can be used in various learning contexts, demonstrating how educators, academics, and creators can work together to understand how comics might be used to encourage visual literacy and multimodal thinking for students.

Keywords

comicscomic arteducationpedagogyteachinglearning
Type
Chapter
Information
The Cambridge Companion to Comics , pp. 346 - 363
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Primary Sources

Barry, Lynda. Making Comics. Drawn & Quarterly, 2019.Google Scholar
Barry, Lynda. Picture This: The Near-Sighted Monkey Book. Drawn & Quarterly, 2010.Google Scholar
Barry, Lynda. Syllabus. Drawn & Quarterly, 2014.Google Scholar
Barry, Lynda. What It Is. Drawn & Quarterly, 2008.Google Scholar
Lewis, John, Aydin, Andrew and Nate, Powell. March Trilogy. Top Shelf, 2016.Google Scholar
Satrapi, Marjane. Persepolis I & II. Random House, 2008.Google Scholar
Sousanis, Nick. Unflattening. Harvard University Press, 2015.Google Scholar
Spiegelman, Art. The Complete Maus. Pantheon, 1996.Google Scholar
Squarzoni, Phillipe. Climate Changed: A Personal Journey through the Science. Abrams, 2014.Google Scholar

Secondary Sources

Altieri, Jennifer L. “From Sketchnotes to Think-Alouds: Addressing the Challenges of Social Studies Text.” Social Studies and the Young Learner, vol. 30, no. 1, 2017, pp. 8–12.Google Scholar
Bakis, Maureen. The Graphic Novel Classroom: POWerful Teaching and Learning with Images. Thousand Corwin, 2014.Google Scholar
Beaty, Bart. Fredric Wertham and the Critique of Mass Culture : A Re-Examination of the Critic Whose Congressional Testimony Sparked the Comics Code. University Press of Mississippi, 2005.Google Scholar
Beaty, Bart and Benjamin, Woo. The Greatest Comic Book of All Time: Symbolic Capital and the Field of American Comic Books. Palgrave Macmillan, 2016.CrossRefGoogle Scholar
Bennett, Marek. “Multiple Intelligences & Comics.” www.nd.gov/cte/crn/elementary/docs/multiple_intelligences_comic.pdf. Accessed 10 August 2018.Google Scholar
Brown, Sunni. The Doodle Revolution. Penguin, 2015.Google Scholar
Brunetti, Ivan. Cartooning: Philosophy and Practice. Yale University Press, 2011.Google Scholar
Carter, Nichole. Sketchnoting in the Classroom : A Practical Guide to Deepen Student Learning. ISTE, 2019.Google Scholar
College Composition and Communication, vol. 65, no. 3, February 2014.Google Scholar
Dimeo, Robert. “Sketchnoting: An Analog Skill in a Digital Age.” Computers & Society, vol. 46, no. 3, 2013, pp. 9–16.CrossRefGoogle Scholar
Duncan, Randy and Smith, Matthew J., eds. The Power of Comics: History, Form, and Culture. Bloomsbury, 2014.Google Scholar
Fernández-Fontecha, Almudena, O’Halloran, Kay L., Tan, Sabine and Wignell, Peter. “A Multimodal Approach to Visual Thinking: The Scientific Sketchnote.” Visual Communication, vol. 18, no. 1, 2019, pp. 5–29.CrossRefGoogle Scholar
Friedow, Alison, Blankenship, Erin E., Green, Jennifer L. and Stroup, Walter W.. “Learning Interdisciplinary Pedagogies.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, vol. 12, no. 3, 2012, pp. 405–424.Google Scholar
Hatfield, Charles. “Indiscipline, or, The Condition of Comics Studies.” Transatlantica no. 1, 2010. http://transatlantica.revues.org/4933Google Scholar
Hawisher, Gail, & Selfe, Cynthia with Moraski, Brittney and Pearson, Melissa. “Becoming Literate in the Information Age: Cultural Ecologies and the Literacies of Technology.” College Composition and Communication, vol. 55, no. 4, 2004, pp. 642–692.CrossRefGoogle Scholar
Heer, Jeet and Worcester, Kent, eds. Arguing Comics: Literary Masters on a Popular Medium. University Press of Mississippi, 2004.Google Scholar
Heer, Jeet and Worcester, Kent, eds. A Comics Studies Reader. University Press of Mississippi, 2009.Google Scholar
Howe, Sean. Give Our Regards to the Atom Smashers. Pantheon, 2004.Google Scholar
Jacobs, Dale. Graphic Encounters: Comics as Sponsors of Multimodal Literacy. Bloomsbury Academic, 2013.Google Scholar
Kirtley, Susan, Garcia, Antero and Carlson, Peter, eds. With Great Power Comes Great Pedagogy: Teaching, Learning, and Comic Books. University Press of Mississippi, 2020.Google Scholar
Mikkonen, Kai. The Narratology of Comic Art. Routledge, 2019.Google Scholar
Mills, Emily. The Art of Visual Notetaking: An Interactive Guide to Visual Communication and Sketchnoting. Quarto Publishing Group, 2019.Google Scholar
Moninall, Katie. Teaching Graphic Novels: Practical Strategies for the Secondary ELA Classroom. Maupin House, 2013.Google Scholar
Moulton Marston, William. American Scholar: The Journal of Phi Beta Kappa. Winter, 1943.Google Scholar
The New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review, vol. 66, no. 1, 1996, pp. 60–93.CrossRefGoogle Scholar
Novak, Ryan. Teaching Graphic Novels: Building Literacy and Comprehension. Prufrock Press, 2014.Google Scholar
Nyberg, Amy Kiste. Seal of Approval: The History of the Comics Code. University Press of Mississippi, 1998.Google Scholar
Resnick, Benton and Hassler, Alfred (writers) Barry, Sy (artist). “Martin Luther King and the Montgomery Story.” Social Welfare History Image Portal. https://images.socialwelfare.library.vGoogle Scholar
Rohde, Mike. The Sketchnote Handbook. Peachpit Press, 2012.Google Scholar
Ruggieri, Colleen. “Multigenre, Multiple Intelligences, and Transcendentalism.” English Journal, vol. 92, no. 2, 2002, pp. 60–68.CrossRefGoogle Scholar
Sones, W. W. D. “The Comics and Instructional Method.” The Journal of Educational Sociology, vol. 18, no. 4, December 1944, pp. 232–240.CrossRefGoogle Scholar
Tabachnick, Stephen, ed. Teaching the Graphic Novel. MLA, 2009.Google Scholar
Tilley, Carol. “Seducing the Innocent: Fredric Wertham and the Falsifications that Helped Condemn Comics.” Information & Culture: A Journal of History, vol. 47, no. 4, 2012, pp. 383–413.Google Scholar
Troutman, Philip. “Interdisciplinary Teaching: Comics Studies and Research Writing Pedagogy.” Graphic Novels and Comics in the Classroom: Essays on the Educational Power of Sequential Art, edited by Syma, Carrye Kay and Weiner, Robert G.. Macfarland and Co., 2013, pp. 120–132.Google Scholar
Wertham, Fredric. Seduction of the Innocent. Rinehart, 1954.Google Scholar
Wertham, Fredric. The World of Fanzines: A Special Form of Communication. Southern Illinois University Press, 1973.Google Scholar
Yang, Gene. “Comics in Education.” www.geneyang.com/comicsedu/history.html.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×