Linking Literature to Makerspaces

Libraries seem to be the space where makerspaces are taking off.

a makerspaceThe library is a place of engagement, learning, discovery, belonging, community, creativity and innovation.

A makerspace is a place of engagement, learning, discovery, belonging, community, creativity and innovation.

In schools, the library is the only learning space not limited by curriculum; it is an open learning space, which can be interpreted in many ways, and I suggest that this is why so often makerspaces find their place there. Outside of schools, public libraries are increasingly one of the only ‘3rd places‘ where people can feel free to meet, collaborate and learn, without the pressure to spend (even coffee shops move you along if you linger without a coffee in front of you).  Not to mention that library staff are often the most open to new, exciting and innovative ways of interacting and engaging with learning and technology!

I have written before on makerfaires, resourcing makerspaces and the role of makerspaces in enabling creativity and creation.

However recently, I got to thinking about how there is a natural link between this new development in library culture – makerspaces, and one of the original and most seminal aspects of libraries – books.

There are several types of ‘maker’ books, and this blog will look at each in turn. But first, a description of these maker book categories.

The first and most literal interpretation are books that describe how to make things. These books have existed for as long as anyone can remember, but as the maker movement grows in popularity, have moved back into the limelight. Now, as well as the ever present craft and hobby books, there are also books available on a wide range of project types.

The second type of maker book are those about the maker movement. Either charting its development, or describing how or why you need a makerspace, these books are less in number, but are essential reading for anyone considering moving into this space from an educational or practical perspective.

The third and least considered category of maker books are picture books and other literature that features characters that display a ‘maker’ mindset. These beautiful books are fantastic for inspiring an open mind, a ‘give it a go’ attitude and for reinforcing the importance of persistence and problemsolving.

So – what are some of the best examples of each of these categories of maker book, and how can you use them to inspire young learners to get excited about inventing, innovating and creating?

Books about making things (category 1):

One of the surefire ways to ensure a successful makerspace is to get the students involved and engaged in what such a space might look like, and what local interests it might encourage and enable. So why not inspire them by creating a collection of books that encourage exactly the type of activities you might include in your space? There are literally thousands of ‘how to’ books for every craft, hobby or activity you could even think of; this selection is just a small sample of the wonders that await you at your library or bookshop. Look for books that are highly visual, that offer projects at a range of expertise levels, and that feature activities suitable to your local context. Check out the titles below, and if you would like to see more, have a look at this work-in-progress list for further suggestions.

PicMonkey Collage

Books about the maker movement (category 2):

Anyone wanting to implement a makerspace should spend some time reading and learning about the ideas and thinking behind the concept. Laura Fleming, in her recently published book, Worlds of Making, spends much of the first chapter emphasising the importance of an innovative, empowering, safe culture, where failure is celebrated as a way to learn, and makers feel confident to take risks. Without this, even the most well-equipped makerspaces can fail, says Fleming.

Another essential part of planning a successful makerspace in a school is having a shared understanding of the reasons why it is being introduced – a strong understanding of the learnings possible in a makerspace, as well as how it contributes to the curriculum is how to ensure the makerspace is not seen as just this year’s fad. One of the essential texts which covers this is Invent to Learn, by Gary Stager and Sylvia Martinez, which gives an amazing introduction not only to the practicalities of makerspaces, but also the pedagogical understandings and reasoning informing this movement in schools.  Informing much of the maker movement is STEAM/STEM – Science, Technology, Engineering, Arts, Mathematics. Titles that explore this connection include Design Make Play by Margaret Honey and David E Kanter, as well as From STEM to STEAM: Using Brain-Compatible Strategies to Integrate the Arts by David A. Sousa and Thomas J. Pilecki. 

Beyond these practical texts, those interested in implementing makerspaces might also benefit from a deeper understanding of the maker movement in general, as well as some of the research regarding the importance of innovation, creativity and the need to prepare students for a future unlike anything we currently experience. Titles that you might consider include Creating Innovators and the Maker Movement Manifesto; books that examine what innovation looks like, how to develop innovative thinking and why creating, inventing and just getting your hands dirty making can lead to discoveries not possible through any other type of learning.IMG_0576

So you want a Makerspace is a list of these books and more; it is, as all good curated collections are, a work in progress, but it will put you on the path, and give you lots of food for thought. Almost all of these titles are currently available for loan to Brisbane Catholic Education staff through ResourceLink (link requires staff login), otherwise, try your local library or buy online or at your local bookshop.

Books about the Maker Mindset (Category 3)

The third group of books, and the least well known, are the growing number of picturebooks that have been written with little makers (and not so little makers) in mind. These books encourage the ‘give it a go’ ‘fail = first attempt in learning’ mindset that we want all students to have. From Rosie Revere, Engineer to Monkey with a Toolbelt, to Harvey, the boy who couldn’t fart, who invents a farting machine to resolve his problem, these cute characters encourage children to get hands on with their learning. Beyond being engaging stories, these picture books provide a great starting point to inspire children’s own initiative and inquiry, and can be the catalyst for any number of adventures.

Other titles, for older readers include The Invention of Hugo Cabret (suitable for readers around 10 years of age) and for adults looking for a novel with a maker mindset, why not consider Makers by Corey Doctorow, a sci-fi future tale of technology and enterprise.

 

Examples of all of these types of maker books can be found on my Pinterest Board, Makerspace Picturebooks (and lists of other inspiring titles):

Why not create a display in your library, and inspire discussion around making, makerspaces and the potential creative use of library space for providing another avenue for learning and discovery; it could be the first step into a larger world!

 

Images appearing in this post are CC Licenced and used with permission from:

Phillipe Put, Thomas Leuthard, IMagineCup, Hindrik Sijens, Kenny Louie, L’ubuesque Boite a Savon, Sarah Houghton, Stuart Madeley.

Advertisements

What does it all Meme? The whys and wherefores of a modern communication phenomenon.


See more on Know Your Meme

By Kay Oddone.

An internet meme is that thing that everyone is talking about. The blue/gold dress. Charlie bit my finger. LOLCats. Some of the most well known internet memes are the image with a pithy quote overlaid. They can be in turns hilariously funny, insightful or just crude, however they are a contemporary form of communication which many young people seem to instinctively ‘get’ and which leave many adults feeling like they are missing the joke.

The term meme was coined in 1976 by Richard Dawkins, in his book The Selfish Gene, as a way of using evolutionary principles to explain the spread of ideas and cultural phenomena such as melodies, catchphrases or fashion. These small units of culture were spread through imitation and innovation upon an original idea – a spread that is similar to a virus, as they go through the processes of variation, mutation, competition, and inheritance, each of which influences a meme’s reproductive success.

The meme above, known as ‘One does not simply’ is a good example. Drawn from a quote from The Lord of the Rings, where the character Boromir makes the quote “One does not simply walk into Mordor”.


The meme spread across sites such as Reddit, Tumblr and Imgur, with variations firstly on the word walk –

See more on Know Your Meme

 

See more on Know Your Meme

 

and became so well known it was included as an Easter Egg on Google Maps:
Google_Maps_'Mordor'_easter_egg

Now, the phrase “one does not simply” is well known enough that memes such as the one shared at the beginning of this post can be applied to a wide range of scenarios, with an underlying understanding of the context – that whatever is being suggested is no simple matter.

It is this rich intertextuality that makes memes both worthwhile, yet challenging. One must know the context of the initial post before the meme truly makes sense, but if the shared understanding is strong enough, the meme becomes a powerful and viral mode of communication.

Internet memes, and their viral spread, are an example of participatory culture, as the reproduction, imitation and re-interpretation of these nuggets of society are practices which have become a huge part of contemporary digital culture. In fact, Limor Shifman, in her text Memes in Digital Culture goes so far as to say that we live in an era driven by a hypermemetic logic, where almost every major public event sprouts a stream of memes. He argues that although at first glance they appear to be trivial pieces of pop culture, upon deeper reflection one sees that they play an integral part in some of the defining events of the 21st century.

Limor Shifman also takes the time to define internet memes differently to the original concept of a single cultural unit as described by Dawkins. Her definition describes an internet memes  as

(a) a group of digital items sharing common characteristics of content, form, and/or stance; (b) that were created with awareness of each other; and (c) were circulated, imitated, and transformed via the internet by multiple users. – http://henryjenkins.org/2014/02/a-meme-is-a-terrible-thing-to-waste-an-interview-with-limor-shifman-part-one.html#sthash.NfZt8OrC.dpuf

So why do educators need to be aware of memes and their role in communicating culture? They don’t. Educators don’t NEED to be aware of memes, anymore than they must play Minecraft or read Twilight. However, there are several compelling reasons to consider taking the time to think about memes and how they might play a role in teaching – particularly of older students.

Reason One: Engagement

It is true – memes are fun. They can be playful, humorous and, well, there is a reason they spread so quickly. Select use of memes can hook students in, and challenging students to create a meme actually demands higher order thinking at a level students often are not required to meet. The need to not only respond to a context, but respond creatively and concisely is difficult, and the most successful internet memes are often actually very clever. This is not to say all memes are clever; like everything online, there are many in poor taste, and with little depth. However an example of inferential comprehension required to understand a meme is evident with the popular ‘Soon’ meme:


See more on Know Your Meme

What appears to be an innocent cow in a field is rendered threatening by the simple addition of the word ‘Soon’…why is this so?

Reason Two: Information Literacy

Dr Alec Couros argues that the digital participatory culture within which students communicate, socialise and learn provides essential opportunities for information literacy, and suggests that memes are a powerful way of discussing many different aspects of this literacy. He begins by suggesting that students examine memes with a view to understanding how information travels and is distributed online. The viral nature of memes means that whether by merit, messenger or manipulation, a chunk of information/culture/art may be spread via networks at an astonishingly fast pace. Students who understand this are not only more likely to be aware of their responsibilities when sharing online, but are also more prepared for a world where marketing is pervasive.

Reason Three: Critical understanding of current world events

The Australian controversy with our previous Federal Parliamentary speaker is a very recent example of current events becoming a viral meme (helicopters anyone?).


See more on Know Your Meme

One which we can examine with the benefit of hindsight is below:


See more on Know Your Meme

In a hypermemetic world, it is completely possible that current events filter into our Facebook feed as a meme before we even realise the deeper story behind them. A case in point is the Pepper Spray Cop (also known as “Casually Pepper Spray Everything Cop”) –
See more on Know Your Meme

which went viral after the image of a police officer casually pepper spraying a group of Occupy protesters at the University of California  was captured in 2011.
See more on Know Your Meme

The image was photoshopped into a variety of contexts, which enflamed what was already a very tense political situation, and when the police officer’s contact details were made public online, he was the target of a huge text and email campaign critiquing his actions. This meme influenced news reports, customer reviews of pepper spray available for sale on Amazon and spawned songs and videos. The repercussions of this single (questionable) action resulted in the resignation of the police chief and the loss of the police officers job, as well as compensation claims and legal suits. The full detail of this meme can be read on Know Your Meme, however it is clear that a much larger and more serious story lies behind what many probably thought was a humorous internet joke.

Internet memes are an interpretation of the fad joke that has always been there, however with the power of the crowd and the potential to manipulate and remix in the hands of so many, they have become a much larger part of internet and general culture. It is important to be aware of the complexity behind many of these simple jokes (and be able to enjoy the ones that are indeed just simple jokes).

Have you taught using Memes? Please share your experiences and resources in the comments!

 

References:

Couros, A. (n.d.). open thinking [Blog]. Retrieved 11 August 2015, from http://educationaltechnology.ca/couros/
Gladwell, M. (2002). The Tipping Point: How Little Things Can Make a Big Difference. Boston: Back Bay Books.
Internet Meme Database | Know Your Meme. (n.d.). Retrieved 11 August 2015, from http://knowyourmeme.com/
Shifman, L. (2013). Memes in Digital Culture. Cambridge MA: The MIT Press.

 

AustLit – Australian Literature like you’ve never accessed it before!

By Kay Oddone
austlit logo

Every Australian teacher, and any teachers of literature across the world who teach Australian Literature should make themselves aware of AustLit, an amazing resource created by a dedicated team of researchers and indexers based at the University of Queensland, funded by the Australian Government and a range of University and research partners.

AustLit’s mission is ‘to be the definitive information resource and research environment for Australian literary, print, and narrative cultures’ – and indeed it is.

AustLit is available to patrons of subscribing libraries, educational institutions, other organisations, and individuals. Currently, all registered users of subscribing libraries or institutions have full access to AustLit, which includes registered users of almost all Australian universities, the National Library of Australia, Australian State & Territory Libraries, a number of local council libraries around the country and…ALL STAFF AND STUDENTS OF BRISBANE CATHOLIC EDUCATION!!

The decision to subscribe on a system wide level has enabled all BCE students and staff to make full use of this fantastic resource – and this blog post aims to give some insight in to just some of the fantastic resources available to support quality learning and teaching.

Tip One: Use Search Effectively

austlit searchAustLit is a database, and as such it has a powerful search ability to access the 152 000 writers and organisations who have created the over 840 000 accessible works. This includes full text novels, poems, films and TV, children’s and young adult literature, biographies, criticisms and reviews.

Understandably, a simple search may not pinpoint the exact work you are looking for, so making use of the Advanced Search capability is a time-saving feature for busy teachers and students. AustLit provides extensive information on how to search effectively, as well as an overview of how to use the built in Boolean Operators and the handy Subject Heading thesaurus.

The Advanced Search allows for very fine-grained searching; a search for female authors of the crime genre, who were born in Brisbane revealed that there are eight that fit the bill:

adv search

brisbane authorsTip Two: Make Use of the Curated Exhibitions/Trails

Austlit staff don’t just add records to the database; they also curate rich resources known as Exhibitions or Trails around their research projects. These curated collections of AustLit records and other relevant material  provide insights into specific fields or areas of study – just some of them are pictured below:

Click on the image to access these and other research trails.

Click on the image to access these and other research trails.

Tip three: DO check out Black Words

Click on the image to read more about BlackWords

Click on the image to read more about BlackWords

BlackWords records information about the lives and works of Aboriginal and Torres Strait Islander writers and storytellers and the literary cultures and traditions that formed and influenced them. BlackWords is the most comprehensive record of Aboriginal and Torres Strait Islander publications available. It includes texts both by and about Aboriginal and Torres Strait Islander writers and literary and storytelling cultures.

This resource is magnificent, both for Australians wishing to learn more about Australia’s heritage and our first people, and for those internationally who would like to learn more about the oldest culture on earth. This article, by Dr Jeanine Leane (PDF) outlines what resources are available through BlackWords, and how teachers might use these resources to meaningfully embed Aboriginal and Torres Strait Islander perspectives into the curriculum. Please note that the link to the map of pre-colonial Australia referred to in the article has changed; the map can now be accessed here.

Tip Four: Don’t forget Reading Australia

Reading Australia was created separately, by the Copyright Agency of Australia. It is a list of over 200 Australian titles, many of which are accompanied by practical teaching resources that align to the Australian Curriculum. In addition to these resources, AustLit has created a series of curated information trails that provide context and supporting information relating to the Reading Australia texts.

Click on the image to go directly to Reading Australia.

Click on the image to go directly to Reading Australia.

 Tip Five: BCE Students and Staff – access AustLit TODAY!

As mentioned in the introduction, AustLit is available through many channels, but for Brisbane Catholic Education students and staff, the database is being delivered system wide, with the username and password available via the ResourceLink Portal.

Go to the ResourceLink Portal AustLit page, where you will find further resources, as well as useful links and our conditions of use. BCE staff can share access information with BCE students. Simply sign into KWeb and go to the ResourceLink Portal, click on School Access and then Austlit, or go directly using this link, signing in when prompted.

AustLit has an active social media presence, as recognised by this recently crowdsourced list of Australian historic fiction; follow them on Twitter @AustLit or stay up to date via their blog at http://www.austlit.edu.au/news/.

Have you used AustLit in your learning or teaching? Share in the comments what you did, and how it went – we’d love to hear from you!

 

How to Haiku!

Presentations that work

I was recently asked to run a workshop on how to develop effective presentations. I had run this workshop last year, but of course, last year’s work needed updating, as so much changes so quickly that workshops from even last week seem out of date! Some things remain the same:

Of course, a lot of things have also changed; and one of the most important updates I made to my workshop was to introduce participants to Haiku Deck.

What is Haiku Deck?

Originally an iPad app, and now available on the web, with future plans for access on other platforms, Haiku Deck is a gorgeously simple slideshow creator, that enables the user to create presentations that easily meet all of the tips for presentations mentioned above.

The creators behind the app focus on three words: simple, beautiful and fun.

Click this image to view a simple Haiku Deck example.
Click this image to view a simple Haiku Deck example.

A ‘deck’ or presentation can be created in four easy steps, and the finished result can be shared on social media such as Twitter or Facebook, embedded on a blog, website or in a learning management system, emailed or opened in PowerPoint or Keynote for further editing (if necessary).

How to Haiku

The steps to create a deck are incredibly easy. The process described below is for the iPad app – but it is very similar using the web-based app, and extremely intuitive.

First, click the plus sign in the centre of the bottom of the screen to create a new deck.

Then, give your deck a name, and choose a theme. Don’t worry – if the theme doesn’t suit, you can always change it again at any time during the creation process.

The different themes run across the top of the iPad screen. Simply scroll through to choose your favourite.

2014-06-30_1109The deck creation process is determined by the four images you will see on the left hand side of the screen. These allow you to (from top to bottom) add text, add images, arrange your text and add notes.

Adding text is very simple, and the beauty of Haiku Deck is that it encourages you to keep the text to a minimum. Yes, they have made additions, to enable users to input dot points, or blocks of text, however the deck is most powerful when text is used sparingly.

One exception to this is using the block of text option  for quotes, which can be quite powerful when combined with the right image – see this example below:

quote eg

Choose from selected keywords, search with your own keywords or upload your own image!

Choose from selected keywords, search with your own keywords or upload your own image!

Choosing images is the fun part. Haiku deck cleverly identifies key words in the text on the slide, and automatically allows you to search a database of thousands of images using these words. You can also choose to search using your own key word, or upload your own image. The thing that really stands Haiku Deck apart from other presentation software is that if you choose a Creative Commons Licenced image (read more about this type of image here) it automatically includes the attribution on the slide – saving an enormous amount of time.

You can also choose from a range of pre-formatted charts, or choose a solid background colour (handy for those quote slides or for when you do need to include a lot of text). In addition, in the iPad app, you can purchase stock photography right from inside the app, with images costing $1.99 US.

Even if you are not wanting to create the entire slideshow in Haiku Deck this automatic attribution is powerful. Why not  create a deck of awesome pictures, complete with attribution in Haiku Deck, and then export the slides to PowerPoint or Keynote (say if you wanted to also embed movies, music or other features not currently a part of the Haiku Deck suite).

Choose to add a headline and subheading, or add dot points or a block of text.

Choose to add a headline and subheading, or add dot points or a block of text.

The third stage is to place the text. Here you have a number of options, which are useful for working around the image in order to best combine image and text. Although the options are somewhat limited (you can’t freely place text anywhere you wish on the slide, you must choose one of the set positions), this restriction actually frees the creator, as it enables the focus to be on simply word and image, and speeds the creation process.

The fourth step is optional, and is the addition of notes. You can make these notes either private, or you can publish them along with your slides, for sharing with others. This is a much valued addition to Haiku Deck, as it really enables the tool to be used for much longer or more complex presentations, and is a godsend for those of us who get nervous when speaking, and like to have a visual prompt!

When to Haiku

Haiku Deck has been designed to be used for any type of presentation, however it’s ease of use and the simplicity of the slide design lend itself particularly well to the following uses:

2014-07-01_12431. Prayer/Reflection/Meditation: when you want beautiful images and few words, nothing beats a Haiku Slide deck. Being based in Brisbane Catholic Education, many of our meetings and gatherings begin with a simple prayer or reflection; and often these are required at short notice. Even the most familiar prayer can be given new life when it is paired with amazing imagery.

2014-07-01_12422. Conference reviews: when you attend a conference, you hear many nuggets of wisdom. What better way to capture and share these, than by using Haiku Deck. When you return from the conference, and have an amazing looking presentation to share with colleagues, no one will know just how quick and easy it was to create!

There are so many other creative ways to use Haiku Deck; young students could easily create a deck for a show and tell item, use as a simple way of sharing visual instructions, create awesome looking flashcards to learn a foreign language, and then share the great holiday snaps upon return from said foreign location; the list is endless!

You can find many more exciting and wonderful applications for Haiku Deck on the Haiku Pinterest Page. Better still, share ways you have found to use this beautiful piece of technology in your classroom, library or beyond!

 

 

 

 

 

Getting Graphic: Introducing Graphic Novels to the Classroom – Resources and Inspiration

2014-06-06_1037It is undeniable that we live in a new media age. In this age, literacy requires students to be able to make meaning from information in a wide variety of formats, one of the most prevalent being visual. The Australian Curriculum identifies the important role that visual literacy plays in contributing to a student’s overall literacy level, so much so that it forms one of the four major building blocks within the Literacy Capability.

Within this context, the graphic novel is perfectly poised to provide a powerful teaching tool, which enables students to develop literacy skills. As Di Laycock identifies, graphic novels can be considered the ‘holy grail’ of literature, as they are truly multimodal texts, encompassing all five semiotic systems.

All five semiotic systems combine to convey meaning in a series of panels. Thanks to Di Laycock for generously sharing her slide.

All five semiotic systems combine to convey meaning in a series of panels. Thanks to Di Laycock for generously sharing her slide. Image: McCloud, S 1994, Understanding comics: The invisible art, HarperPerennial, New York, p. 68.

 What is a graphic novel?

Graphic novels are often seen as ‘not real literature’ or as an easy way out for readers who don’t want to engage with ‘proper’ texts; however as Will Eisner points out, reading graphic novels challenges readers in ways perhaps educators haven’t considered:

“The format of the comic book presents a montage of both word and image, and the reader is thus required to exercise both visual and verbal interpretive skills. The regimens of art (e.g. perspective, symmetry, brush stroke) and the regimens of literature (e.g. grammar, plot, syntax) become superimposed upon each other. The reading of the comic book is an act of both aesthetic perception and intellectual pursuit.” Comics and Sequential Art, p.8)

You will note that in this quote, Eisner speaks about comic books as opposed to graphic novels. The difference is defined as one of serialisation; comics and graphic novels share the same format, however a comic is generally one part of a larger sequence, with a continuity plot that extends over multiple issues, whereas a graphic novel is a complete and extended narrative (Laycock, 2014).  While we are in definition mode, let’s turn to the work of Scott McCloud whose amazing work Understanding Comics, The Invisible Art gives a terrific explanation of what distinguishes this format from others such as picture books or movies.McCloud-Comic-Definition2

This definition focuses on the fact that it is the juxtaposition of images, which have been deliberately sequenced in order to make meaning, which differentiates graphic novels or comics from other multimodal formats such as picture books or movies. Watch this fascinating Ted talk where Scott McCloud explains this in more detail:

Using graphic novels in the classroom

Di Laycock’s research has led her to work with many teachers using graphic novels in the classroom. One of the things that she has noted which may make graphic novels less appealing is a possible  lack of familiarity with this type of text. Many teachers and students simply don’t have the metalanguage required to ‘talk about’ graphic novels, and indeed, many may need explicit instruction as to how to read a panelled page.

Fortunately quite a few terrific resources exist to take both teachers and students into the world of the graphic novel. Aside from the books which give an indepth foundational understandings of this form, such as Will Eisner’s Comics and Sequential Art: Principles and Practices from the Legendary Cartoonist and Scott McCloud’s Understanding Comics: The Invisible Art, there are also books that focus more specifically on how to include graphic novels as part of the curriculum:

Click on this image & access this collection on Amazon to learn more.

Click on this image & access this collection I have compiled on Amazon to learn more. Teachers of Brisbane Catholic Education may borrow any of these titles from ResourceLink.

For those who like to use digital resources, generously shared graphics such as the one below also provide a fantastic introduction to the format:

Choosing graphic novels: for the library and the classroom

Another challenge for teachers and teacher librarians who want to introduce graphic novels to the curriculum is identifying which are quality texts. There is a growing number of graphic novels for sale, but evaluating these for use in teaching can be time-consuming and overwhelming for someone not familiar with the format.

Just as there are novels that you might choose for a trashy ‘summer’ read, and others which you might choose for their literary merit, so too are graphic novels published for many different reading purposes. Thankfully there are a number of resources online which assist in this area of selection. Selecting graphic novels for inclusion in a general borrowing collection for a school library is also different to selecting texts for inclusion in the curriculum. For teacher librarians looking for advice on how to develop a quality collection of graphic novels for students to borrow, I would direct you to Di Laycock’s excellent article from Synergy (PDF download).

Unfortunately at the present time there are few evaluation sites for graphic novels run by Australians for an Australian audience (if they do exist, please let me know in the comments section!). Nevertheless, there are some fantastic sites for teachers and TLs getting started – one of the best is Getting Graphic, by Canadian teacher Kym Francis. This website has an excellent introduction to using graphic novels in the classroom, as well as an extensive vocabulary page which is good for building up ‘metalanguage’ skills, as well as a page devoted to evaluation processes for choosing great graphic novels. Another fantastic source of up to date information is Comics in Education, which has a very comprehensive site, and which tweets a lot of good information for educators wanting to keep up to date in this area. Follow them at @teachingcomics on Twitter.

There are other good information sites also; some of the best are pinned on my Pinterest board about graphic novels.

Of course, no post on graphic novels would be complete without a few suggestions for fabulous titles to consider. Here at ResourceLink, we have been fortunate enough to be able to build up a small graphic novel collection, so I have had the pleasure of reading quite a few titles recently. The graphic novels below are now available to borrow by BCE staff!

Great graphic novels to investigate:

9780141014081

Click the image to access teachers’ notes on this title.

Maus is an incredibly powerful tale of two generations, and the impact of the Holocaust on both. Cutting between the father’s story of his survival as a Jew in Poland during World War II, and the son’s story of his difficult relationship with his father, as he tries to learn about his family history, Maus has themes of racism, guilt, masks, imprisonment and family. From the Puffin teaching notes:

The comic book is able to depict the events of the Holocaust in a less confrontational way than photographs or films, especially with the distancing element of the characters being depicted as animals. However, Spiegelman did meticulous research and based his drawings of Auschwitz on photographs and plans.

An array of teaching resources to support Maus in the classroom is available on the Melbourne High School website.
This graphic novel would be best suited to students in Year 11 and 12.

Click the image for a terrific review by The Book Chook.

Click the image for a terrific review by The Book Chook.

Another graphic novel which uses anthropomorphism is the recently published An Anzac Tale by Ruth Starke and Greg Holfeld. This title retells the Anzac Story from the perspective of Wally and Roy, two young larrikins who sign up for adventure and to earn some extra money for the family. An author’s note inside the front cover notes that the animal representations were chosen either for their indigenous associations with the country (kangaroos, wombats and koalas) or for their symbolic association with the country (e.g the British Lion, or the Bengal tiger of India). Terrific teaching notes are available from Working Title Press. This retelling would be suitable for middle primary students and above.

Click the image to access a great review from Meanjin

Click the image to access a great review from Meanjin

Blue tells the story of Christian, as he looks back on his youth  growing up in the fictional industrial town of Bolton. While some of the language is ‘colourful’, it is necessary to the authenticity of the story, which the author describes as a combination of Stand by Me and District 9. This graphic novel has themes of racism and immigration, which lends itself to classroom discussion, and the entire book can be accessed online at Pat Grant’s website, for further discussion on how the book translates into the digital medium. Best suited for students in Year 9 and above.

Click the image to go to Classical Comics website.

Click the image to go to Classical Comics website.

          For something completely different, Classical Comics provides graphic novel versions of many popular high school novels – and interestingly, they offer them in ‘original’, ‘plain’ and ‘quick’ text, so that readers of all abilities (and those who are time poor) can access the story more effectively. These are of beautiful quality, and well worth investigating. In addition, the titles have extensive teaching notes available. Staff of BCE can borrow packs of several of these titles which include all three text levels and teachers’ notes – Romeo and Juliet, A Midsummer Night’s Dream, Macbeth and Frankenstein. These are available in Australia through Book and Volume .

           So where do I start?

Like anything in teaching, it is the pedagogy that is the most vital part of the puzzle. Don’t include graphic novels in the curriculum simply because you can; include them because they are the best tool to use. A great deal of the Australian English Curriculum focuses on multimodal texts – either working with them or creating them – and so familiarity with this format is an awesome way to develop student’s skills in multiliteracies.

An example of how graphic novels might be used in a series of lessons for Year 8 is available here. These simple lesson plans have been developed by myself and our Education Officer – English, Kim Summers, as a way of introducing teachers to the possibilities in using this format in the classroom.

Start just by sharing a graphic novel with your students. Consider a graphic novel version of a text you might usually teach, or better still, deepen your teaching by using both traditional and graphic novel format. Investigate having students create a graphic novel (or part of one) as a writing task. Almost all literature strategies equally apply to graphic novels, but check out this list of easy to implement strategies for graphic novels for more ideas.

Teachers in Brisbane Catholic Education are welcome to borrow from our range of resources to support their investigation into graphic novels. For all other readers, check out our Pinterest Board of resources.

If you have used graphic novels in your library or classroom, share your experiences or advice in the comments below; we’d love to hear from you!

References:

Eisner, W. (2008). Comics and Sequential Art: Principles and Practices from the Legendary Cartoonist. New York: W. W. Norton & Company.
Hill, R. (Ed.). (2004). The Secret Origin of Good Readers: A Resource Book. Retrieved from http://www.night-flight.com/secretorigin/SOGR2004.pdf
Laycock, Di (2014) The Power of the Panel. Workshop presentation for English Teachers Association Queensland, 31 May 2014.
McCloud, S. (1994). Understanding Comics: The Invisible Art (Reprint edition.). New York: William Morrow Paperbacks.
Oddone, K. (2014). Graphic Novels – bring your teaching to life. Pinterest. Curated list. Retrieved June 10, 2014,
from http://www.pinterest.com/kayo287/graphic-novels-bring-your-teaching-to-life/

Love Your Library on February 14

library lovers displayMove over St Valentine! February 14 is now also known as ‘Library Lovers’ Day’, and to celebrate, this post is all about why everyone should reconnect with the library – be it their school or institution’s library or a nearby public library.

Too often, we librarians hear comments such as ‘who needs libraries when we have Google?’, or, when they hear that one is a librarian, the response ‘so you just spend all day reading and telling people to be quiet!’

Today, more than ever, libraries play an essential role and events such as Library Lovers’ Day aim to raise the profile of the services that most people don’t even realise are freely available to them in this information age.

If, after viewing Pam Sandlian Smith speak, you still aren’t convinced we need libraries in the 21st century, ask yourself this:

What can your library and/or librarian do for you, that Google can’t?

photo credit: Enokson via photopin cc

photo credit: Enokson via photopin cc

1. Provide access to curated information that specifically meets your needs

Trying to find quality information on the internet has been described as trying to take a sip of water from a fire hydrant. Even choosing a novel to read can be an overwhelming experience when faced with the millions of titles available through providers such as Amazon.

Your library provides access to information and resources that have been carefully curated, chosen because they are of high quality and will meet local needs. What’s more, your librarian has been specifically trained to help you find the information you want; they know tips and tricks for searching online, have access to databases and indexes that allow them to drill down into areas that a simple surface search will not reach, and are familiar with the collection of resources that are currently available.

What’s more, with more resources being available digitally either online or for download, library catalogues are becoming far richer than simply lists of books that are sitting on shelves. The ResourceLink library catalogue  provides access to books, DVDs, CDs and other physical resources, as well as e-books and audio-books to download, links to websites, reviews of apps for installation on mobile devices and more. This movement to seeing the library catalogue as a social space, is being adopted across many libraries.

Librarians take pride in developing rich library catalogues that take users directly to high quality resources; the ten top ‘hits’ on a catalogue are probably much closer to what you need than the ten top ‘hits’ from a simple Google search.

2. Provide access to resources and items which may not be practical to purchase

Not everyone can afford to buy every book they want to read. Educational resources, used once in a classroom, can be difficult to justify, and technology is so expensive that it is often not worth buying something that you just want to play with to see if you like it.

Libraries can come to the rescue! Loaning out expensive items that are often used as a ‘once off’ makes economic sense, and in an age of sustainability also reduces waste. The ResourceLink library is purchasing increasing numbers of kits such as the Despatch Box and realia such as Indigenous and religious artefacts, which schools can borrow for the period of time in which they require these resources. Expensive texts can be borrowed so that teachers can peruse them before making the decision to invest, and DVDs, CDs, puppets and posters are available for effective lessons that involve multimedia, without the need for purchase.

3. Provide a social space to meet, collaborate, research, learn, share, relax!

The library provides one of the last public spaces which is truly free. While some may insist that the stereotypical ‘silent’ library still exists, in most places you will find that libraries provide spaces for meeting, talking, eating, working, studying, playing and more. With great examples of modern libraries here in Brisbane such as our own State Library, The Edge and our wonderful public libraries, we here at ResourceLink are also working towards making our space a welcoming, flexible learning environment. School libraries have long been a place of refuge from the playground for many students, and now, with changing technologies and concepts such as maker spaces becoming common place, libraries are even more exciting places to explore than ever before.

ALIA promotes Library Lovers Day, and this year, they are asking everyone to share why they love their library on social media, using the hashtag #librarylove – and take the time to vote for your favourite library also!

If you haven’t visited your nearest library recently, take the time to drop by. Let’s make it a date!

heart

Celebrate Australia Day!

Each year, when school returns we are immediately plunged into Australia Day celebrations – and at such a busy time of the year!

Below are some terrific resources that require little preparation, so you can grab and go and impress your new class with exciting and informative lessons.

The ABC has a terrific page full of news and information about Australia Day, suitable for high school students, with a special focus on our Australian of the Year. Find out how Australia Day is celebrated, read about what the day means to others, and explore what it is like to be a young Aussie living in a regional area.

2014-01-24_1458Explore with students how they each celebrate Australia Day, and then use the Australia Day website to explore how people across the nation celebrated. This site also features Australian history, teaching resources and digital learning objects for students to complete.

2014-01-24_1510

Celebrate by sharing some wonderful Australian literature; this Pinterest board links to a number of titles, for younger and older readers, which would be great to share, as we reflect on our heritage and celebrate all that it is to be Australian. Many of these titles are available to borrow from the ResourceLink library for those who work in Brisbane Catholic Education, or to download from our BCE Digital Library.

Simple printable activities for early years’ students are available for download here. Rather than simply colouring the images in, why not have the students find photos of the flora or fauna online, and try to replicate their colours as closely as they can, or colour, cut out and create simple jigsaw puzzles to test their friends?

Why not search Trove for a fantastic range of photos, articles and digitised resources that show students how Australians have celebrated this day throughout history? A classic example is this photo reported to have been taken on the ‘first Australia Day’ in 1901:

  1. A.N.A. Day 1901. The first Australia Day  Colquhoun, James, fl. 1896-1915, (photographer.)

    A.N.A. Day 1901. The first Australia Day
    Colquhoun, James, fl. 1896-1915, (photographer.)

     

There are so many ways to explore and celebrate Australia Day – why not share your ideas and experiences in the comments?

Postscript:

2014-01-28_1125

A wonderful colleague has alerted me to the fantastic wealth of resources available on the TES Australia website; with links for Primary and Secondary learning activities, video clips such as the one below and links to other resources, it is definitely one to check out.