In this seminar we will explore comics and graphic novels for youth, from young children to young adults. We will study:
| Assignment | % (points) |
|---|---|
| Directing Class Discussion | 40% (400) |
| Lifetime Achievement Presentation | 15% (150) |
| Blogging | 20% (200) |
| Participation | 25% (250) |
You must must lead a class discussion centered around a particular theme or topic related to comics and graphic novels. Possible themes or topics might include:
The student(s) is responsible for leading the discussion and providing clarity of the topic for the entire class ( 2 hours at minimum). You must provide the following:
You must provide readings for the class at least 14 days in advance. Readings should include 2–4 graphic novels and 2–3 articles on the topic (the articles may be drawn from traditional academic journals, online journals, blogs, and other digital resources). It may be helpful to have a few books as suggestions and then take a poll to see which books have been read the most widely and go with those for your class.
Students will need to discuss their progress and direction for the class at least twice with instructor prior to leading the class. This can be done in person or through email.
The best discussions are those that center around the purpose and merit of the books. You should focus less on your own personal opinion of the book and more on how well the book relates to children or young adults and to issues of librarianship and literacy. In other words, the discussion must move beyond (way beyond) “I liked it” or “I didn’t like it.”
It is assumed that at times the class discussion will veer off in its own direction, and this is acceptable. Some topics you will have planned for discussion may never get addressed. The key to this assignment is the ability of the student to lead a discussion and remain on topic (even if the topic is not on the agenda).
Each student will choose a figure from or related to the comics or the comic book industry (e.g., comic book author, illustrator, or publisher, or a scholar, educator, or librarian). The student will: present 15 minute presentation on person or organization of choice.
Beginning February 28th, and each week thereafter, each student is expected to find one additional comic or graphic novel, or article, relating to the topic. You will write a short (200–500 word) illustrated blog post (on our course blog) that provides a very brief overview of the book and and explains why you chose it and how it relates to the week’s topic. Some of you will blog about the same book as other students, which is fine. But once a book/article has been discussed, it should not reappear in subsequent weeks.
You are encouraged to respond to other students’ blog posts using the commenting feature.
Blog entries must be posted by 8pm on Thursday evening, so we all have a chance to look at them before class on Friday.
Students do not need to blog during the week they are leading class discussion.
Z672 Blog: http://biblicon.org/14z672/
The seminar is successful only with the full participation of each student. It is expected  that readings will be done prior to each class so that all students can participate in the discussions. Sometimes the readings are a lot, but please try to at least browse through every one before class. This class is dependent upon class discussion, the instructor is there only to lead or steer the conversation, students are expected to talk the majority of the class. Mock Caldecott Committee work counts toward Participation grade.
Grading Late assignments will be accepted late without a penalty on the grade only with the prior consent of the instructor. Assignments submitted late without the prior consent of the instructor will be docked the equivalent of half a letter grade for each day they are late. Missing a class without prior consent of the instructor may drop your final grade by a letter. Incompletes will be given for the course for medical reasons only.
I’d like to thank Carol Tilley from the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign and Dana Duffy-Backs, Adjunct Lecturer for the Department of Information and Library Science at IU Bloomington, for kindly sharing with me their syllabi and advice as I designed this course.