With Great Power Comes Great Pedagogy

Contributions by Bart Beaty, Jenny Blenk, Ben Bolling, Peter E. Carlson, Johnathan Flowers, Antero Garcia, Dale Jacobs, Ebony Flowers Kalir, James Kelley, Susan E. Kirtley, Frederik Byrn Køhlert, John A. Lent, Leah Misemer, Johnny Parker II, Nick Sousanis, Aimee Valentine, and Benjamin J. Villarreal More and more educators are using comics in the classroom. As such, this edited volume sets out the stakes, definitions, and exemplars of recent comics pedagogy, from K-12 contexts to higher education instruction to ongoing communities of scholars working outside of the academy. Building upon interdisciplinary approaches to teaching comics and teaching with comics, this book brings together diverse voices to share key theories and research on comics pedagogy. By gathering scholars, creators, and educators across various fields and in K-12 as well as university settings, editors Susan E. Kirtley, Antero Garcia, and Peter E. Carlson significantly expand scholarship. This valuable resource offers both critical pieces and engaging interviews with key comics professionals who reflect on their own teaching experience and on considerations of the benefits of creating comics in education. Included are interviews with acclaimed comics writers Lynda Barry, Brian Michael Bendis, Kelly Sue DeConnick, and David Walker, as well as essays spanning from studying the use of superhero comics in the classroom to the ways comics can enrich and empower young readers. The inclusion of creators, scholars, and teachers leads to perspectives that make this volume unlike any other currently available. These voices echo the diverse needs of the many stakeholders invested in using comics in education today.

This book adds to the scant academic literature investigating how comics transmit knowledge of the past and how this refraction of the past shapes our understanding of society and politics in sometimes damaging ways. The volume comes at these questions from a specifically archaeological perspective, foregrounding the representation and narrative use of material cultures. It fulfils its objectives through three reception studies in the first part of the volume and three chapters by comic creators in the second part. All six chapters aim to grapple with a set of central questions about the power inherent in drawn images of various kinds.

Collection Thinking is a volume of essays that thinks across and beyond critical frameworks from library, archival, and museum studies to understand the meaning of "collection" as an entity and as an act. It offers new models for understanding how collections have been imagined and defined, assembled, created, and used as cultural phenomena. Featuring over 70 illustrations and 21 original chapters that explore cases from a wide range of fields, including library and archival studies, literary studies, art history, media studies, sound studies, folklore studies, game studies, and education, Collection Thinking builds on the important scholarly works produced on the topic of the archive over the past two decades and contributes to ongoing debates on the historical status of memory institutions. The volume illustrates how the concept of "collection" bridges these institutional and structural categories, and generates discussions of cultural activities involving artifactual arrangement, preservation, curation, and circulation in both the private and the public spheres. Edited and introduced collaboratively by three senior scholars with expertise in the fields of literature, art history, archives, and museums, Collection Thinking is designed to stimulate interdisciplinary reflection and conversation. This book will be of interest to scholars and practitioners interested in how we organize materials for research across disciplines of the humanities and social sciences. With case studies that range from collecting Barbie dolls to medieval embroideries, and with contributions from practitioners on record collecting, the creation of sub-culture archives, and collection as artistic practice, this volume will appeal to anyone who has ever wondered about why and how collections are made.

The Cambridge Companion to Comics presents comics as a multifaceted prism, generating productive and insightful dialogues with the most salient issues concerning the humanities at large. This volume provides readers with the histories and theories necessary for studying comics. It consists of three sections: Forms maps the most significant comics forms, including material formats and techniques. Readings brings together a selection of tools to equip readers with a critical understanding of comics. Uses examines the roles accorded to comics in museums, galleries, and education. Chapters explore comics through several key aspects, including drawing, serialities, adaptation, transmedia storytelling, issues of stereotyping and representation, and the lives of comics in institutional and social settings. This volume emphasizes the relationship between comics and other media and modes of expression. It offers close readings of vital works, covering more than a century of comics production and extending across visual, literary and cultural disciplines.

Comics and human mobility have a long history of connections. This volume explores these entanglements with a focus on both how comics represent migration and what applied uses comics have in relation to migration. The volume examines both individual works of comic art and examples of practical applications of comics from across the world. Comics are well-suited to create understanding, highlight truthful information, and engender empathy in their audiences, but are also an art form that is preconditioned or even limited by its representational and practical conventions. Through analyses of various practices and representations, this book questions the uncritical belief in the capacity of comics, assesses their potential to represent stories of exile and immigration with compassion, and discusses how xenophobia and nationalism are both reinforced and questioned in comics. The book includes essays by both researchers and practitioners such as activists and journalists whose work has combined a focus on comics and migration. It predominantly scrutinises comics and activities from more peripheral areas such as the Nordic region, the German-language countries, Latin America, and southern Asia to analyse the treatment and visual representation of migration in these regions. This topical and engaging volume in the Global Perspectives in Comics Studies series will be of interest to researchers and students of comics studies, literary studies, visual art studies, cultural studies, migration, and sociology. It will also be useful reading for a wider academic audience interested in discourses around global migration and comics traditions.

"Graphic novels are not only a viable option to improve student retention of literature, but also the cornerstone of several potential lesson plans"--

The idea of storytelling goes beyond the borders of language, culture, or traditional education, and has historically been a tie that bonds families, communities, and nations. Digital storytelling offers opportunities for authentic academic and non-academic literacy learning across a multitude of genres. It is easily accessible to most members of society and has the potential to transform the boundaries of traditional education. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant and responsive, the connections between digital storytelling and disciplinary literacy warrant considered exploration. Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education develops a conceptual framework around pedagogical connections to digital storytelling within K-12 disciplinary literacy practices. This essential reference book supports student success through the integration of digital storytelling across content areas and grade levels. Covering topics that include immersive storytelling, multiliteracies, social justice, and pedagogical storytelling, it is intended for stakeholders interested in innovative K-12 disciplinary literacy skill development, research, and practices including but not limited to curriculum directors, education faculty, educational researchers, instructional facilitators, literacy professionals, teachers, pre-service teachers, professional development coordinators, teacher preparation programs, and students.

The first fully comprehensive review of theory, research and practice in physical education to be published in over a decade, this handbook represents an essential, evidence-based guide for all students, researchers and practitioners working in PE. Showcasing the latest research and theoretical work, it offers important insights into effective curriculum management, student learning, teaching and teacher development across a variety of learning environments. This handbook not only examines the methods, influences and contexts of physical education in schools, but also discusses the implications for professional practice. It includes both the traditional and the transformative, spanning physical education pedagogies from the local to the international. It also explores key questions and analysis techniques used in PE research, illuminating the links between theory and practice. Its nine sections cover a wide range of topics including: curriculum theory, development, policy and reform transformative pedagogies and adapted physical activity educating teachers and analysing teaching the role of student and teacher cognition achievement motivation. Offering an unprecedented wealth of material, the Routledge Handbook of Physical Education Pedagogies is an essential reference for any undergraduate or postgraduate degree programme in physical education or sports coaching, and any teacher training course with a physical education element.