Comics Plus

2021 ◽  
Vol 23 (2) ◽  
pp. 8-11
Author(s):  
Michael J. Hughes
Keyword(s):  
Digital Library ◽  
Graphic Novels ◽  
K 12

Comics Plus offers subscribers a digital library of comics, manga, and graphic novels licensed from more than 100 different publishers, including such indie gems as IDW, Boom Studios, Dark Horse, and Kodansha Comics. Its all-access package includes more than 20,000 titles, about 14,000 of which are appropriate for K-12 readers. Granular title control gives admins the power to customize Comics Plus to suit the readers they serve. But some titles aren't included at all, namely the best-selling books of the industry's top players. Comics Plus may someday persuade these publishers‐‐Marvel, DC, Image, and VIZ Media‐‐to play ball. Until then, most librarians will need to supplement Comics Plus with other methods of acquisition.

First Impressions Matter

2016 ◽  
Vol 48 (4) ◽  
pp. 423-447 ◽  
Author(s):  
Laura M. Jimenez ◽  
Carla K. Meyer
Keyword(s):  
Meaning Making ◽  
Graphic Novels ◽  
Graphic Novel ◽  
Primary Data ◽  
Source Analysis ◽  
Written Text ◽  
Visual Elements ◽  
Video Recordings ◽  
Multiple Case ◽  
K 12

Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how expert readers use intentional attention shifts to make meaning in graphic novels. Four expert graphic novel readers, and four expert print-dominant readers, between ages 16 and 20 were asked to trace their attention across the opening pages of five graphic novels and to predict what the story was about. Utilizing digital video recordings as the primary data source, analysis included creating a visual representation of each reader’s attention patterns, time used, as well as the complexity and accuracy of his or her predicted stories. Findings indicate that the expert graphic novel readers initially attended to visual elements to gain an understanding of genre, character, and possible plot points. Only after attending to the illustrations did they decode the written text, and finally synthesized the two. The expert print-dominant readers predominantly attended to written text effectively but did not use illustrations to support or extend their understanding or meaning making in the text. This study complicates current assumptions about the ease of reading graphic novels by observing expert-print dominant readers and expert graphic novel readers negotiate written text and illustrations.

Additions to the APS Archive of Teaching Resources

2005 ◽  
Vol 29 (3) ◽  
pp. 139-140 ◽  
Keyword(s):  
Digital Library ◽  
National Science Foundation ◽  
Case Histories ◽  
Teaching Resources ◽  
Searchable Database ◽  
Course Syllabi ◽  
National Science ◽  
Additional Support ◽  
K 12 ◽  
Digital Library Project

The APS archive of teaching resources ( https://www.lifescitrc.org ) is a repository of case histories, simulations, figures, lectures and course syllabi, animations, and links to physiology teaching resources for use by APS members and other educators. The Archive is a searchable database that can be used by teachers at all levels (K-12, undergraduate, graduate, and medical school) to enhance and supplement their current teaching resources and is part of the National Science Digital Library Project ( http://www.nsdl.org ) and the BiosciEd Net collaborative ( http://www.biosciednet.org ). The APS Archive of Teaching Resources was established as an initiative of the APS Education Committee and APS Council with additional support from the National Science Foundation (DUE 0226185). Authors submitting materials to the Archive for review and inclusion have the option of developing an abstract for publication in Advances in Physiology Education. The following abstracts are from items that have been accepted into the Archive following peer review.

scholarly journals Are French Fries And Grades Bad For You? Conflicting Evidence On How K 12 Teachers Search In A K 12 Digital Library

2020 ◽  
Author(s):  
Rene Reitsma ◽  
Paul Klenk ◽  
Malinda Zarske ◽  
Jacquelyn Sullivan
Keyword(s):  
Digital Library ◽  
French Fries ◽  
Conflicting Evidence ◽  
K 12

Archive Additions

2004 ◽  
Vol 28 (3) ◽  
pp. 121-123
Keyword(s):  
Digital Library ◽  
National Science Foundation ◽  
Case Histories ◽  
Teaching Resources ◽  
Searchable Database ◽  
Course Syllabi ◽  
National Science ◽  
Additional Support ◽  
K 12 ◽  
Digital Library Project

The APS Archive of Teaching Resources is a repository of case histories, simulations, figures, lectures, and course syllabi, animations, and links to physiology teaching resources for use by APS members and other educators. The Archive is a searchable database that can be used by teachers at all levels (K-12, undergraduate, graduate and medical school) to enhance and supplement their current teaching resources and is part of the National Science Digital Library Project and the BiosciEd Net collaborative ( http://www.biosciednet.org ). The APS Archive of Teaching Resources was established as an initiative of the APS Education Committee and APS Council with additional support from the National Science Foundation (DUE 0226185). Authors submitting materials to the Archive for review and inclusion have the option of developing an abstract for publication in Advances. The following abstracts are from items that have been accepted into the Archive following peer review.

The Role of Graphic Novels in K-12 Classrooms

2021 ◽  
pp. 115-141
Author(s):  
Barbara J. McClanahan ◽  
Maribeth Nottingham
Keyword(s):  
Social Studies ◽  
English Language ◽  
Graphic Novels ◽  
Internet Research ◽  
Review Of The Literature ◽  
Research Areas ◽  
History Of ◽  
American Schools ◽  
K 12

This chapter provides a brief introduction to the history of graphic novels in American schools, followed by a review of the literature regarding past graphic novel use. The authors then turn their attention to the real possibilities for use in schools in several major categories as described by current researchers, specifically in English language arts, math, social studies, science, and internet research. The chapter closes with suggestions as to what must take place in order for teachers to integrate graphic novels more effectively in their classrooms and highlights research areas that need to be addressed to support them.

Analysis of Computational Thinking in Children’s Literature for K-6 Students: Literature as a Non-Programming Unplugged Resource

2021 ◽  
pp. 073563312110040
Author(s):  
Evan David Ballard ◽  
Rachelle Haroldson
Keyword(s):  
Computer Science ◽  
Grade Level ◽  
Picture Books ◽  
Graphic Novels ◽  
Age Groups ◽  
Computational Thinking ◽  
The United States ◽  
Curriculum Framework ◽  
Interest Level ◽  
K 12

As schools and districts across the United States adopt computer science standards and curriculum for K-12 computer science education, they look to integrate the foundational concepts of computational thinking (CT) into existing core subjects of elementary-age students. Research has shown the effectiveness of teaching CT elements (abstraction, generalization, decomposition, algorithmic thinking, debugging) using non-programming, unplugged approaches. These approaches address common barriers teachers face with lack of knowledge, familiarity, or technology tools. Picture books and graphic novels present an unexplored non-programming, unplugged resource for teachers to integrate computational thinking into their CT or CT-integrated lessons. This analysis examines 27 picture books and graphic novels published between 2015 and 2020 targeted to K-6 students for representation of computational thinking elements. Using the computational thinking curriculum framework for K-6, we identify the grade-level competencies of the CT elements featured in the books compared to the books’ target age groups. We compare grade-level competencies to interest level to identify each CT element representation as “foundational,” “on-target,” or “advanced.” We conclude that literature offers teachers a non-programming unplugged resource to expose students to CT and enhance CT and CT-integrated lessons, while also personalizing learning based on CT readiness and interest level.

scholarly journals The Teachengineering Digital Library: Engineering Comes Alive For K 12 Youth

2020 ◽  
Author(s):  
Malinda Zarske ◽  
Rene Reitsma ◽  
Martha Cyr ◽  
Nancy Shaw ◽  
Michael Mooney ◽  
...  
Keyword(s):  
Digital Library ◽  
K 12

Archive Additions

2005 ◽  
Vol 29 (1) ◽  
pp. 1-2
Keyword(s):  
Digital Library ◽  
National Science Foundation ◽  
Case Histories ◽  
Teaching Resources ◽  
Searchable Database ◽  
Course Syllabi ◽  
National Science ◽  
Additional Support ◽  
K 12 ◽  
Digital Library Project

The APS Archive of Teaching Resources is a repository of case histories, simulations, figures, lectures, course syllabi, animations, and links to physiology teaching resources for use by APS members and other educators. The Archive is a searchable database that can be used by teachers at all levels (K-12, undergraduate, graduate, and medical school) to enhance and supplement their current teaching resources and is part of the National Science Digital Library Project and the BiosciEd Net collaborative ( http://www.biosciednet.org ). The APS Archive of Teaching Resources was established as an initiative of the APS Education Committee and APS Council with additional support from the National Science Foundation (DUE 0226185). Authors submitting materials to the Archive for review and inclusion have the option of developing an abstract for publication in Advances in Physiology Education. The following abstracts are from items that have been accepted into the Archive following peer review.

Sign in / Sign up

Export Citation Format

Share Document