School Libraries Get School Libraries Get GraphicGraphic

School Libraries Get School Libraries Get GraphicGraphic

Prepared by Zelda MacPrepared by Zelda MacCopyright Disclaimer

NOTICE: Some material in this presentation is used under the fair use exemption of U.S. Copyright law. Further use is prohibited.

Introduction

Graphic novels are all the rage yet school

librarians are reluctant to add them to their

collections.

Purpose

This presentation is intended to…

1. Share information received at the Texas Library Association 2003 Annual Conference.

2. Share the results of further investigation into this topic.

Definition• The glossary provided by Diamond Comics defines

graphic novels as follows:

A comic book that is longer in format than a pamphlet, and typically contains a complete story unto itself. Graphic novels usually have higher production values than the typical stapled comic book – they may be squarebound, for example, with cardstock covers. Some may be hardcover volumes. Although a graphic novel usually stands on its own as a complete story, it is possible to have a ongoing series or limited series of graphic novels telling a single story or series of related stories.

• Cartoonist Jessica Abel provides this graphic definition.

EvaluationLibrarians and publishers alike are willing to provide their assistance in this area.  Call the Comics Shop Locater Service (888-266-4226) for a firsthand look at comics and/or visit a few of the websites below to see which ones fit your needs:

• Graphic Novels in LibrariesA resource sharing listserv for young adult and adult librarians. 

• No Flying No Tights                                                                Bimonthly reviews of graphic novels for teens and librarians.

• Diamond Bookshelf                                                                       U.S. comic book distributor Diamond Comics reserved a space on their website specifically for librarians.  Bookshelf includes audience and genre classifications, reviews, a glossary, cataloging information and lesson plans.

• What Teens Want                                                                     School Library Journal features an article by Michele Gorman who highlights "30 titles every library serving young people should own."

• More of What Teens Want                                                         Michele Gorman's sequel to "What Teens Want" provides additional titles.

Management

At the Texas Library Association 2003 Annual Conference Patrick Jones, co-author of Creating a Young Adult Core Collection and Stacy Creel, manager of the Houston Public Library Youth Services department presented strategies for selecting, cataloging and promoting graphic novels in your library.  Their thoughts are were as follows:

Management

Cataloging• Patrick Jones says "invent a call number and

call it graphic novels."  His rationale being that if you try to catalog by genre your graphic novels will not be centrally located thus, making it harder for your patrons to find them.

• Stacey Creel states that Houston Public Library does not catalog their graphic novels which she admits is harder for patrons to know what is available at other branches but, it works.

Management

PromotionSpeaking from experience Stacey Creel suggests "open shelving" or prominently displaying all book covers since the spines of most graphic novels are so thin they can not be read.  She also suggested the use of the American Library Association's Getting Graphic @ Your Library poster next to your graphic novel collection.

ManagementBinding

• Kat Kan, whose article "Getting Graphic: at the school library" is featured in the May 2003 Library Media Connection magazine writes, "As a matter of course, I use two-inch-wide clear book tape to reinforce the spines and inner gutters as soon as they arrive in my section.“

• An unidentified audience member at the 2003 Texas Library Association conference shared with those in attendance that she punches a hole in the upper left hand corner and places a small ring binder through it and calls them "pierced novels."

TEKS ConnectionThe Texas Essential Knowledge and Skills (TEKS) outline the curriculum requirements for every student in Texas. The English Language Arts and Reading section for middle school and high school includes a Viewing and Representing strand requiring students to:

• Understand and interpret visual images, messages and meanings

•  Analyze and critique the significance of visual media•  Evaluate how different media forms influence and inform

Francisca Goldsmith's introduction to the American Library Association's Teen Read Week Web site states, "Graphic novel readers have learned to understand not only print, but can also decode facial and body expressions, the symbolic meanings of certain images and postures, metaphors and similes, and other social and literary nuances teenagers are mastering as they move from childhood to maturity."  Which is exactly what Viewing and Representing is all about.

TEKS Connection

The collaborative efforts of the College of Education at the University of Texas at Austin , the Texas Education Agency and the Region XIII Education Service Center have produced a Professional Development Guide entitled, "Teaching the Viewing and Representing Texas Essential Knowledge and Skills in the English Language Arts Curriculum." 

Check out this link to the Texas Center for Reading & Language Arts website. Scroll down to pages 33-40 and see the Graphic Novel/TEKS connection.

Need a little more than a great quote to hand to your principal?

Challenges

Maureen Mooney asks this question in her Book Report article

entitled, "Graphic Novels: How They Can Work in Libraries."  Here

are a few responses:

“Why Would Anyone Want a Possibly Controversial Subject in His or Her

Library?"

Challenges• Francisca Goldsmith's Booklist article states, "Teens who are

exposed to these types of materials will be better able to develop critical thinking skills.  Some reluctant readers will gladly pick up a graphic novel over a typical novel, and since the illustrations support the text, graphic novels also help encourage literacy.“

• Stephen Weiner writes, "it is possible to build a credible graphic novel collection that does not focus on violence and sexual exploitation.“

• Maureen Mooney insists that you "create or update your selection policy to include graphic novels before any challenges arise from the community.“

• Take a look at the James Solomon Russell Junior High School Library collection development policy to see how graphic novels are included.

BibliographyAbel, Jessica.  "Comic Definition."  10 April 2003 <http://www.artbomb.net/images/comics/introgn/introgn01.jpg>.

Cartoonist Jessica Abel presents a graphic definition of graphic novels.  The one page image entitled, "What is a Graphic Novel" is formatted as a comic book page featuring a woman who explains how to read the page and even includes directional arrows to assist the reader.

Creel, Stacey.  Presenter at the Texas Library Association 2003 Annual Conference.  3 April 2003.

The presentation at the George R. Brown convention center in Houston, Texas was entitled,  "It's Not a Comic Book!  It's Not a Genre!  It's a Graphic Novel!"  As the manager of the Houston Public Library Youth Services department Ms. Creel shared her marketing techniques, trials & tribulations, sample collection policy statements and cataloging methods with respect to graphic novels. 

Diamond Comics.  10 April 2003 <http://bookshelf.diamondcomics.com>.

Diamond Comics is the largest distributor of comics in the United States.  This link is titled, "Librarians" and includes audience and genre classifications, reviews, a glossary, cataloging information and lesson plans.

Gorman, Michele.  "What Teens Want."  School Library Journal. 9 April 2003 <http://www.slj.com>.

Ms. Gorman's article includes sections on building your collection, catering to your community, cataloging, displaying and circulating graphic novels as well as a list of 30 titles which describes as "A Core Collection of Graphic Novels."  Each title listed includes a brief description.

"Graphic Novels in Libraries." 9 April 2003 http://www.topica.com/lists/GNLIB-L

This listserv was created as a collaborative method for librarians who are not completely comfortable with the graphic novel format.  It is intended to be used as a resource for librarians to share their thoughts and ask questions of one another.

Jones, Patrick.  Presenter at the Texas Library Association 2003 Annual Conference.  3 April 2003.

The presentation at the George R. Brown convention center in Houston, Texas was entitled,  "It's Not a Comic Book!  It's Not a Genre!  It's a Graphic Novel!"  As the co-author of Creating a Young Adult Core Collection, Mr. Jones made a case for graphic format using the examples of large print books purchased for older readers and cardboard books purchased for toddlers stating, "including graphic novels in your collection shows users you respect their interests."  He continued by saying "the reason teenage boys don't read is because they are not good at it" and suggested visiting http://www.guysread.com or reading "Reading Don't Fix no Chevy's" by Michael Smith.  As for the question brought up about shelving and theft he responded, "get over it - they're reading it (graphic novels)!"

BibliographyKan, Kat.  "Getting Graphic:  At The School Library."  Library Media Connection.  April/May 2003:  14-19.

In Ms. Kan's article she discusses the what, why, and how of graphic novels.  She defines Manga which are Japanese comics very popular with teenagers and divides her recommended titles into three categories; Library Must Haves; Kat's Recommendations, If the Budget Allows; and Kat's Manga Recommendations.

Mooney, Maureen.  "Graphic Novels:  How They Can Work in Libraries."  Book Report.  Nov/Dec 2002:  18-19.

Her article discusses the popularity of graphic novels and how it relates to libraries which she says, "if you acquire graphic novels, young adults will come."  She explains the challenges presented and provides possible solutions.  In addition to promotion ideas she also includes a section on how to integrate state standards by including graphic novels in your curriculum.

"No Flying No Tights."  10 April 2003 <http://leep.lis.uiuc.edu/publish/rebrennr/304LE/gn/>.

This bimonthly review website offers navigational choices of superheroes, fantasy, science fiction, humor, nonfiction, historical fiction, crime & suspense, realism, action & adventure, romance or horror.  Also included are an index by creator, title and publisher as well as core lists to help you figure out "what to get with what you've got.“

Texas Center for Reading and Language Arts.  "Professional Development Guide:  Teaching the Viewing and Representing Texas Essential Knowledge and Skills in the English Language Arts Curriculum."  7 April 2003 <http://www.texasreading.org/tcrla/publications/secondary/secondary_TEKS.htm>.

The collaborative efforts of the College of Education at the University of Texas at Austin , the Texas Education Agency and the Region XIII Education Service Center have produced this professional development guide designed as a resource for educators providing detailed lesson plans for the reading and language arts TEKS.   

Texas Education Agency.  "Texas Essential Knowledge and Skills."  7 April 2003 <http://www.tea.state.tx.us/teks/index.html>.

The Division of Curriculum and Professional Development oversees the development and implementation of the Texas Essential Knowledge and Skills (TEKS) in public schools.  The link above provides detailed curriculum requirements for students in PK-12th grade.

Weiner, Stephen.  "Beyond Superheroes:  Comics Get Serious."  Library Journal.  Feb. 2002:  55-58.

This article presents advice on comic books and graphic novels and includes;  a definition of the term graphic novel; collection, evaluation and promotion ideas; a list of series and single volume graphic novels with brief descriptions.