Module 3

This unit focused on incorporating comics and graphic novels into the classroom. I have always been skeptical about comics because I never was able to get into them. However, we discussed many ways to utilize them in teaching literature.

Based on the readings, it can be a challenge to incorporate some non-traditional texts into the classroom. Personally, I never picked up a comic book until college, but I wish they would’ve been part of my high school curriculum. I’ve read Maus and American Born Chinese, and I’m planning to read Persepolis for another class, and I’ve found more of a challenge in these texts than in any traditional reading. I was able to write pages and pages about only a few frames! Art adds a whole new dimension to a text, and you have to focus on the details in order to really extract as much meaning as possible. The reluctant reader can feel comforted by fewer words, and the avid reader is challenged by the visual elements. So, why aren’t these texts usually seen as valid in a classroom? The huge stigma behind them being “just childish comics” and the limited information regarding the effects on standardized test scores deters teachers and school boards from accessing these texts. However, I feel more well-equipped to defend these novels now.

While we could’ve created analyses based on comics, we flipped this around and created our own comic that represented a scene from a novel. At first, I didn’t really see all the potential that this activity could have. When I was creating my own project, though, I began to realize all the symbolism and details that could be translated over to a different sign system. I enjoy being crafty, so I chose to paint my project, and I was able to incorporate whatever I wanted into the comic. I feel that the online comic generators are a bit more limited, but I can see that they can be useful to students who are hand-wavers when it comes to art. I think that the real value in this was rationalizing our artistic decisions. This way, students do have a more traditional writing assignment, and they really have to analyze and defend their choices.

When I first thought of comics, I always thought of superheroes or manga. Now, I realize there are so many other options. I’ve never been exposed to different forms of books in the canon, but I certainly intend to dive deeper into these. If we could just replace one book from the canon with a different approach, I think our students would really benefit. A graphic novel Shakespeare play? Count me in!

Module 2

In this unit, we focused on using nonprint media to reinforce reading. If you aren’t a Language Arts lover like a lot of us, typical English classes can be dreadful. Literary analyses and research papers have their value, but students burn out very quickly and need something a little less dense to keep them focused and passionate. That’s where this module comes in with the concept of transmediation and representing your average text through nontraditional means. When all a student sees is words, words, words, I can understand how they can feel discouraged by walls of text. As teachers, we can help convert different sign systems –the words—into other modes of communication such as images, music, or acting. I’ve also become familiar with the concept of intertextuality, which means making connections with past texts to help understand new ones. Some students need to connect a text with something more familiar to them to fully comprehend it, so something as simple as comparing The Outsiders to Grease can provide some context and a visual that makes the book more understandable.

Shakespeare continues to rear his old-fashioned head into readings and class discussions, so I’m learning many different ways to tackle his plays. “Making the Classics Matter…” explains some issues in teaching some books in the canon. Often, the books we’re forced to read in school seem outdated, with a completely different cultural context and language. Students can have trouble caring and investing time into novels that they don’t feel connected to, so it’s our job as teachers to make the classics relevant and enticing. By applying concepts in these books to our students’ lives, we can establish these necessary connections. Plus, with the use of technology, we can give the texts a modern twist. For example, reading Jane Eyre in high school was the bane of my existence. I could not get past the Victorian context and language to see a worthwhile story until my teacher provided an assignment where we cast each of the characters with relevant actors to put a modern twist on the novel. Shakespeare can be more accessible to students through intertextuality and transmediation as well.

Literature is all about making connections, and we need to be able to bridge the gap between difficult texts and the students who read them. Also in this unit, we began talking about graphic representations and incorporating comics into the classroom, but we touch more on that in the next module. To briefly summarize, all of these readings and discussions provide examples of taking the print sign system and making sense of it through different mediums.

Module 1

In this first unit, we focused on the value of digital tools and the importance of nonprint media both in and out of school. I was surprised to find that I already managed to find new tools to use in my future classroom in the first week of class! Module 1 certainly broadened my horizons regarding using technology in schools and writing for nonprint media. In a society where young adults are so immersed in technology, it’s necessary that we, as teachers, also learn the ropes and reap the benefits of the digital age. I can sometimes be sort of a “hand-waver” when it comes to technology, but I’m learning various tools that can help both me and the students in a classroom setting.

The Technology Enthusiast’s Argument focuses on how our lifestyles and schools are changing, and this chapter really stresses the value of technology. One part that stuck out to me was that every student now has the ability to work at their own pace. The privacy of the digital world allows a student to struggle anonymously, without the rest of the class being aware that they’re having trouble. I find this to be important, especially in a middle school setting, because let’s face it; kids can be cruel. The idea of learner control and a customized education is fascinating to me, but I am somewhat skeptical to how far we can take it.

Hyler’s Chapter 2: Building a Classroom (and Virtual) Community was a goldmine for digital tools right from the beginning. Hyler provides so many examples in these first few chapters that I haven’t experienced before. One aspect that really stuck out to me was the idea of having permissions and sign ups with using technology in the classroom. Some parents might not be comfortable with the usage of some technology in school, so the idea of an opt out letter was useful for me.  In the same chapter, Hyler explains the use of Google Docs, which I have had various experiences with in my own education. Throughout high school, my teachers have used Docs to provide instant feedback and grade assignments, and I can see myself implementing a similar strategy. Hyler also shares his failed experience with using cell phones and texting in the classroom, but then he introduces the program Cel.ly that I might test run in my own classroom. We also discussed the app Group.me in class that could provide a similar experience. These programs allow for an administrator to regulate the students, and I feel this could be a useful tool for collaborating or simply communicating with the class.

So far, I’m beginning to stock up my arsenal of resources, and I’m excited about implementing them in my own lessons!