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Teaching Visual Literacy

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Teaching Visual Literacy

Using Comic Books, Graphic Novels, Anime, Cartoons, and More to Develop Comprehension and Thinking Skills



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Teaching Visual Literacy: Using Comic Books, Graphic Novels, Anime, Cartoons, and More to Develop Comprehension and Thinking Skills by Nancy E. Frey
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Educators today understand that literacy involves at least five processes: reading, writing, speaking, listening, and viewing. This thoughtful and practical book by a team of literacy experts offers classroom teachers a guide to using visual forms of information as tools for literacy development.aTeaching Visual Literacy offers strategies for fostering visual and critical literacy competencies and increasing student engagement through the use of picture books, comic books, graphic novels, traditional films, anime, and other visual sources of information. Each chapter examines relevant research and theory, and presents practical applications for the classroom.

Table of Contents

Acknowledgments About the Editors About the Contributors Introduction 1. Visual Literacy: What You Get Is What You See - Lynell Burmark 2. Graphic Novels: The Good, the Bad, and the Ugly - Jacquelyn McTaggart 3. Comics, the Canon, and the Classroom - James Bucky Carter 4. Seeing the World Through a Stranger's Eyes: Exploring the Potential of Anime in Literacy Classrooms - Kelly Chandler-Olcott 5. "Literary Literacy" and the Role of the Comic Book, or "You Teach a Class on What?" - Rocco Versaci 6. That's Funny: Political Cartoons in the Classroom - Thomas DeVere Wolsey 7. Learning From Illustrations in Picturebooks - Lawrence Sipe 8. An Irrecusable Offer: Film in the K-12 Classroom - Lawrence Baines 9. "It Was Always the Pictures!": Creating Visual Literacy Supports for Students With Disabilities - Paula Kluth Index

Author Biography

Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. She has co-authored several books on literacy, and was a co-recipient (with Doug Fisher) of NCTE's 2004 Kate and Paul Farmer award for outstanding writing for their article, "Using Graphic Novels, Anime, And The Internet In An Urban High School," published in The English Journal. She teaches a variety of courses in elementary and secondary literacy in content area instruction and supporting students with diverse learning needs. Douglas Fisher is professor of language and literacy education in the Department of Teacher Education at San Diego State University and a classroom teacher at Health Sciences High & Middle College. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer Award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe Award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books, such as Creating Literacy-rich Schools for Adolescents (with Gay Ivey), Checking for Understanding: Formative Assessments for Your Classroom (with Nancy Frey), Better Learning Through Structured Teaching (with Nancy Frey) and Content-area Conversations: How to Plan Discussion-based Lessons for Diverse Learners (with Carol Rothenberg).
Release date Australia
March 5th, 2008
Country of Publication
United States
1, black & white illustrations
Corwin Press Inc
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