Every student should see themselves in the curriculum and in the books they read. As librarians and gatekeepers of the school library space, we want our community to feel that the resources we curate speak to them in meaningful ways and make them feel included in the human story. How do we do this? Enter the graphic novel.
This roundtable brings four distinct perspectives on graphic novels to explore how this unique form of storytelling can be transformative for students and educators. Albany High School librarian and graphic novel champion Alicia Abdul creates the ultimate team-up when she sits down with Squire (HarperCollins 2022) co-creators Sara Alfageeh and Nadia Shammas and professor of comics studies and children's/YA lit, Dr. Gwen Athene Tarbox. Together they join their comic superpowers to discuss how the specifics of this genre can foster equity in the community, provide insights into the creative process of writing and illustrating inclusive stories, and explore ideas on how to promote graphic novels in the school community.
Watch the webinar to learn more about:
- The many benefits of graphic novels to the curriculum, including visual literacy and inclusivity
- The elements that help representation and authenticity shine through in contemporary comics for young people
- How librarians can maximize and diversify their graphic novel collections and come away with title recommendations that you can add to your collection
- Developing Visual Literacy with Graphic Novels
- Graphic Novels: Spark the Joy of Reading
- Graphic Novels and the Diversity of Human Experience
- Using Graphic Novels to Explore the Experiences of Immigrants and Displaced People
- Why Graphic Novels? Five Practices to Transform Your Library
- Webinar Resources Handout
MLA Citation
Abdul, Alicia, Sara Alfageeh, Nadia Shammas, and Gwen Athene Tarbox. "For the Love of Graphic Novels: A Roundtable on Inclusive Stories." School Library Connection, July 2022, schoollibraryconnection.com/Content/Webinar?LearningModuleId=2284475&topicCenterId=2247902.
Entry ID: 2284475