LEADER 00000cam a2200565Ka 4500 
001    ocn848917577 
003    OCoLC 
005    20140911105521.0 
006    m     o  d         
007    cr cnu---unuuu 
008    130617s2013    ncua    ob    001 0 eng d 
019    860775490 
020    9781476601977 (electronic bk.) 
020    1476601976 (electronic bk.) 
035    (OCoLC)848917577|z(OCoLC)860775490 
037    94B77755-051C-4A0C-8BC8-D229118FF9DE|bOverDrive, Inc.
049    BKLA 
072  7 EDU|x039000|2bisacsh 
082 04 371.33|223 
099    eBOOK 
245 00 Graphic novels and comics in the classroom|h[electronic 
       resource] :|bessays on the educational power of sequential
       art /|cedited by Carrye Kay Syma and Robert G. Weiner ; 
       foreword by Robert V. Smith ; afterword by Mel Gibson. 
264  1 Jefferson, North Carolina :|bMcFarland & Company, Inc., 
300    1 online resource (xii, 286 pages) :|billustrations 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
347    text file 
504    Includes bibliographical references and index. 
505 0  Acknowledgments -- Foreword / Robert V. Smith -- 
       Introduction / Robert G. Weiner and Carrye Kay Syma -- 
       Part I: Significance of graphic novels and comics: then 
       and now -- Using comics to teach the language arts in the 
       1940s and 1950s / Carol L. Tilley -- Stigmatization, 
       multimodality and metaphor: comics in the adult English as
       a second language classroom / Alice Leber-Cook and Roy T. 
       Cook -- The attitudes of some students on the use of 
       comics in higher education / Christina L. Blanch and 
       Thalia M. Mulvihill -- Part II: Teaching graphic novels 
       and comics in the classroom -- "I can get college credit 
       for reading Batman? That's a joke, right?" Confessions of 
       a fanboy professor teaching comic books / David Whitt --  
       "What the __?" Pre-service teachers meet and grapple over 
       graphic novels in the classroom / James Bucky Carter -- 
       Teaching intertexuality and parody through the graphic 
       "supertext": Martin Rowson's The waste land (1990) / Kevin
       M. Flanagan -- Part III: Graphic novels and comics, beyond
       the text -- "Remember, remember the fifth of November": 
       using graphic novels to teach dystopian literature / 
       Daniel Ian Rubin -- Exploring the art in sequential art: 
       an art historical approach to teaching comics / Abram Fox 
       -- On teaching comics and graphic novels in the medieval 
       and renaissance classroom / Christina C. Angel -- Leagues,
       evildoers and tales of survival: graphic novels and the 
       world history classroom / Maryanne A. Rhett -- 
       "Indisciplinary" teaching: comics studies and research 
       writing pedagogy / Phillip Troutman -- Part IV: Specific 
       graphic novels and comics and their application in 
       educational settings -- Teaching "The auto-graphic novel":
       autobiographical comics and the ethics of readership / 
       Rebecca Scherr -- Teaching theory through Y: the last man 
       / Timothy D. Arner -- Approaching literacy features 
       through the graphic novel Logicomix / Marianna Missiou and
       Yiannis Koukoulas -- Manga, the atomic bomb and the 
       challenges of teaching historical atrocity: Keiji 
       Nakazawa's Barefoot Gen / Jeremy R. Ricketts -- 
       Information comics: risks and pitfalls / Felix Keller and 
       Dorothea Oechslin -- Graphic N-extbooks: a journey beyond 
       traditional textbooks / Jeremy Short, David Ketchen and 
       Jeff Shelstad -- Part V: Cultural implications of graphic 
       novels and comics -- Beyond borders: teaching global 
       awareness through the graphic novel / Lan Dong -- The 
       benefits of writing comics / Diana Maliszewski -- 
       Multicultural education through graphic novels / Rebecca 
       M. Marrall -- "So, Joss, why do you always write these 
       strong women characters?" Using Joss Whedon's Astonishing 
       X-Men to teach feminism / Erin Hollis -- Sequential art 
       for qualitative research / Marcus B. Weaver-Hightower -- 
       Afterword / Mel Gibson -- About the contributors -- Index.
520    "Sequential art combines the visual and the narrative in a
       way that readers have to interpret the images with the 
       writing. Comics make a good fit with education because 
       students are using a format that provides active 
       engagement"--|cProvided by publisher. 
588    Description based on print version record. 
650  0 Comic books, strips, etc., in education. 
650  0 Graphic novels in education. 
650  7 EDUCATION / Computers & Technology.|2bisacsh 
650  7 Comic books, strips, etc., in education.|2fast
650  7 Graphic novels in education.|2fast|0(OCoLC)fst01893932 
655  4 Electronic books. 
655  7 Electronic books.|2local 
700 1  Syma, Carrye Kay. 
700 1  Weiner, Robert G.,|d1966- 
710 2  OverDrive, Inc. 
776 08 |iPrint version:|tGraphic novels and comics in the 
       classroom.|dJefferson, North Carolina : McFarland & 
       Company, Inc., Publishers, [2013]|z9780786459131|w(DLC)  
856 4  |3Image|uhttp://images.contentreserve.com/ImageType-100/
856 40 |uhttp://digitalbooks.brooklynpubliclibrary.org/
       |zAn electronic book accessible online 
948    MARS 
994    C0|bBKL 
Location CALL # Status Message
 Electronic Resource  eBOOK    ONLINE  (ONLINE)