Tuesday, August 24, 2010

CFP: Sequential Art, Graphic Novels, and Comics in Education (collection; Jan. 15)

Sequential Art, Graphic Novels,
and Comics in Education
Edited by Robert G. Weiner and Carrye Syma
Texas Tech University Library

In recent years the use of graphic novels, comics, and sequential art in education has exploded. This is due not only to the boom in superhero movies that are based on comic book characters, but also to the wide literary range that graphic novels now have. There are now literally hundreds of college and university courses all over the world that are using graphic novels in their curriculum. The days when comics were just seen as children’s trash, with no redeeming literary or educational value, are hopefully behind us.

Contrary to the idea that comics “dumb” down material, it takes both sides of the brain to read and interpret sequential art stories: the right side to interpret the pictures and the left side to understand the narrative text. Our goal with this collection is to provide the educator and scholar with a collection of essays that show how graphic novels and comics are being used in the classroom today, as well as some historical pieces that detail how the educational fields often have and have had a “rocky” relationship with the use of comics in educational settings. We want both theoretical and practical essays showing how sequential art can be and is being used to teach and illustrate concepts and ideas. We are especially keen on pieces related to higher education, military and government uses of comics to educate, but all aspects of comics and education are under consideration. In addition, we would like to have educators from a wide spectrum of the educational fields from K-12, to undergraduate and graduate educational levels. Those using sequential art in adult education and pre-school are encouraged.

Some possible questions/ideas that could be addressed include:
  • The Military’s use of comics to teach.
  • Graphic Novels and comics in library science education.
  • How relationships can be understood through the use of graphic novels in human science education.
  • Teaching mathematical concepts using graphic narrative.
  • Grade school use of comics.
  • Middle school use of comics.
  • High school use of sequential art (say something like Maus to teach the Holocaust).
  • Comics and Film to teach about blockbuster cinema.
  • Philosophical issues raised by graphic novels (The Watchmen in a philosophy class about ethics).
  • Biological and scientific concepts using graphic novels.
  • The use of mainstream superhero stories in the classroom.
  • Superman, Batman, Spider-Man to further understand the concept of the hero Mythology (i.e., Odysseys, Hercules etc.).
  • Graphic Novels and history, how effective a tool is the graphic novel in teaching a historical concept?
  • Sequential art in teaching foreign language or English as a second language.
  • Comics in literacy and adult education programs.
  • Graduate courses using graphic novels.
  • The History of sequential art in education.
  • Medical education using comics.
Please send 200 word abstracts by January 15th 2011 to Rob Weiner Rob.weiner@ttu.edu

Final papers will be due February 28th 2011. No exceptions. Please note the submission of an essay does NOT necessarily mean publication in the volume. Essays will be going through a rigorous peer review process and we have asked a number of scholars to serve in this capacity. We are striving to put together as an excellent collection with diverse viewpoints covering all aspects of comics and education. Authors are also expected to follow the editor’s style guide and be willing to have their work edited.

Thank you

Carry Syma
Texas Tech University Library

Rob Weiner
Texas Tech University Library

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