James Bucky Carter holds a Ph.D. in English Education from the Curry School of Education at the University of Virginia. He studies the intersections of comics and literacy, multimodal and media literacies, and critical theory and Young Adult Literature, and has published and presented work to that effect in state, regional, national and international platforms. His major works include the edited collections _Building Literacy Connections with Graphic Novels_ (an NCTE best-seller) and _Rationales for Teaching Graphic Novels_ (Maupin House) and _Super-Powered Word Study_ (a Next Gen Indy Book Award nominee for Maupin House), which he coauthored with Erik Evensen. He founded _SANEjournal: sequential art narrative in education_ and has published with ALAN, NCTE, ASCD, and MLA, among others. He is a current high school English teacher and former middle school Gifted Specialist and has taught students in every grade from 4th on to graduate school. Teaching positions include stops at UTK, UVa, USM, UTEP, WSU, and NC public schools.
... Contributions to Books «Previous. Carving a Niche: Graphic Novels in the English Language Art... more ... Contributions to Books «Previous. Carving a Niche: Graphic Novels in the English Language Arts Classroom. ... "Carving a Niche: Graphic Novels in the English Language Arts Classroom" Building Literacy Connections with Graphic Novels: Page by Page, Panel by Panel. Ed. ...
With problems remembering even the simplest of words and lesions covering their entire bodies, An... more With problems remembering even the simplest of words and lesions covering their entire bodies, Anderson's Americans give a clear message, especially when coupled with the fact that no images grace the book's pages: too much attention paid to the visual or to media will ...
The purpose of this study is to establish fairy tales as a major influence in the life and works ... more The purpose of this study is to establish fairy tales as a major influence in the life and works of Mary E. Wilkins Freeman and, further, to show how fairy tales helped shape Freeman\u27s literary evolution. Primary and secondary sources are analyzed to show how trends developed in Freeman\u27s children\u27s literature continued to evolve in the adult fiction she produced both simultaneously with the children\u27s literature and later independently throughout her career. A close exploration of her work and the scholarship on her life, along with fairy tale scholarship, demonstrates that Freeman\u27s life itself had many fairy tale elements. Further analysis suggests that Freeman\u27s children\u27s literature uses fairy tale themes and motifs in two distinctly different ways: to instill a Christian pedagogy within children or to suggest that magic is an accepted part of a child\u27s imagination. Also, Freeman\u27s use of fairy influences in her work places her in the great feminine t...
A book devoted to using graphic novels in the classroom for authentic literacy experiences, focus... more A book devoted to using graphic novels in the classroom for authentic literacy experiences, focusing upon pairing graphica with young adult or canonical texts. The URL is to the book's page at the publisher's. ...
1. Though comic books and graphic novels are earning more serious academic consideration than eve... more 1. Though comic books and graphic novels are earning more serious academic consideration than ever, in relation to one of the foremost goals of twentieth century art and literature, comic books may be more important and innovative than even the most open-minded of scholars have yet to realize. Comics, graphic novels, and sequential art belong to a rich artistic and literary tradition due in no small part to their ability to utilize the techniques of cubism and futurism. This is not a new assertion. Will Eisner (Comics and Sequential Art; Graphic Storytelling and Visual Narrative) and Scott McCloud (Understanding Comics), among many others, have examined comic art's multiple influences from forms and movements considered "high" or fine art. What has hitherto been unexplored, however, is how purely sequential art forms utilize aspects of these movements to fulfill the elusive goals and ideals of many of cubism and futurism's most renowned creators via a unique relati...
I still read comics and their more refined, bigger sibling, graphic novels. As a classroom teache... more I still read comics and their more refined, bigger sibling, graphic novels. As a classroom teacher, I used them to help transform students' vocabulary, comprehension, and writing skills. As a college instructor in English education, I use graphic novels to transform licensure students' ideas and understandings about literacy. I also teach the future teachers how to read these forms of sequential art narrative so that they too can use comics and graphic novels to expand their students' literacy skills. Graphic novels have great transformative potential for English classrooms and the students in them. Autobot leader Optimus Prime often used the directive "Transform and roll out!" to rally his troops and focus them on the myriad challenging jobs before them. When English teachers "transform and roll out" their prior notions of literacy and graphic novels, they transform their English classrooms and their students and move toward reaching new, more-inclus...
An introduction to the third issue of SANEjournal:sequential art narrative in education , with gu... more An introduction to the third issue of SANEjournal:sequential art narrative in education , with guest co-editing from Professor Katie Monnin.
... Contributions to Books «Previous. Carving a Niche: Graphic Novels in the English Language Art... more ... Contributions to Books «Previous. Carving a Niche: Graphic Novels in the English Language Arts Classroom. ... "Carving a Niche: Graphic Novels in the English Language Arts Classroom" Building Literacy Connections with Graphic Novels: Page by Page, Panel by Panel. Ed. ...
With problems remembering even the simplest of words and lesions covering their entire bodies, An... more With problems remembering even the simplest of words and lesions covering their entire bodies, Anderson's Americans give a clear message, especially when coupled with the fact that no images grace the book's pages: too much attention paid to the visual or to media will ...
The purpose of this study is to establish fairy tales as a major influence in the life and works ... more The purpose of this study is to establish fairy tales as a major influence in the life and works of Mary E. Wilkins Freeman and, further, to show how fairy tales helped shape Freeman\u27s literary evolution. Primary and secondary sources are analyzed to show how trends developed in Freeman\u27s children\u27s literature continued to evolve in the adult fiction she produced both simultaneously with the children\u27s literature and later independently throughout her career. A close exploration of her work and the scholarship on her life, along with fairy tale scholarship, demonstrates that Freeman\u27s life itself had many fairy tale elements. Further analysis suggests that Freeman\u27s children\u27s literature uses fairy tale themes and motifs in two distinctly different ways: to instill a Christian pedagogy within children or to suggest that magic is an accepted part of a child\u27s imagination. Also, Freeman\u27s use of fairy influences in her work places her in the great feminine t...
A book devoted to using graphic novels in the classroom for authentic literacy experiences, focus... more A book devoted to using graphic novels in the classroom for authentic literacy experiences, focusing upon pairing graphica with young adult or canonical texts. The URL is to the book's page at the publisher's. ...
1. Though comic books and graphic novels are earning more serious academic consideration than eve... more 1. Though comic books and graphic novels are earning more serious academic consideration than ever, in relation to one of the foremost goals of twentieth century art and literature, comic books may be more important and innovative than even the most open-minded of scholars have yet to realize. Comics, graphic novels, and sequential art belong to a rich artistic and literary tradition due in no small part to their ability to utilize the techniques of cubism and futurism. This is not a new assertion. Will Eisner (Comics and Sequential Art; Graphic Storytelling and Visual Narrative) and Scott McCloud (Understanding Comics), among many others, have examined comic art's multiple influences from forms and movements considered "high" or fine art. What has hitherto been unexplored, however, is how purely sequential art forms utilize aspects of these movements to fulfill the elusive goals and ideals of many of cubism and futurism's most renowned creators via a unique relati...
I still read comics and their more refined, bigger sibling, graphic novels. As a classroom teache... more I still read comics and their more refined, bigger sibling, graphic novels. As a classroom teacher, I used them to help transform students' vocabulary, comprehension, and writing skills. As a college instructor in English education, I use graphic novels to transform licensure students' ideas and understandings about literacy. I also teach the future teachers how to read these forms of sequential art narrative so that they too can use comics and graphic novels to expand their students' literacy skills. Graphic novels have great transformative potential for English classrooms and the students in them. Autobot leader Optimus Prime often used the directive "Transform and roll out!" to rally his troops and focus them on the myriad challenging jobs before them. When English teachers "transform and roll out" their prior notions of literacy and graphic novels, they transform their English classrooms and their students and move toward reaching new, more-inclus...
An introduction to the third issue of SANEjournal:sequential art narrative in education , with gu... more An introduction to the third issue of SANEjournal:sequential art narrative in education , with guest co-editing from Professor Katie Monnin.
_SANE journal_ publishes research and practitioner-based articles covering all intersections of c... more _SANE journal_ publishes research and practitioner-based articles covering all intersections of comics and education, from pre-k to post-secondary studies, from a variety of disciplines.
Carter founded and edited this open-access, peer-reviewed academic and practitioner journal with an international review board in 2010 and led it through three issues. Dr. Richard Graham is the Associate Managing Editor now and handles submissions, calls, and publication duties.
Be sure to use the "Select an Issue" section to see the three issues available currently and which were published under Carter's stewardship, and look for new issues in the future.
The "Comics and Post-Secondary Pedagogy" special issue of _ImageTexT_ edited by James Bucky Carte... more The "Comics and Post-Secondary Pedagogy" special issue of _ImageTexT_ edited by James Bucky Carter and Najwa Al-Tabaa.
Coauthored with Erik Evensen, this book provides a research base for integrating comics, authenti... more Coauthored with Erik Evensen, this book provides a research base for integrating comics, authentic education, and creative writing/composing into word study. Fifteen weeks of attention to morphological elements of words -- specifically Greek and Latin roots -- are offered along with comics which reinforce the essence of the roots.
Carter guest-edited the summer 2010 issue of _TAR_, which focused on visual, multimodal, and hybr... more Carter guest-edited the summer 2010 issue of _TAR_, which focused on visual, multimodal, and hybrid forms in Young Adult Literature.
From the publisher's page:
_Rationales for Teaching Graphic Novels_ was created to help educat... more From the publisher's page:
_Rationales for Teaching Graphic Novels_ was created to help educators and librarians provide support for the use and inclusion of comics, graphic novels, and manga in the secondary classroom, particularly in the English language arts classroom, and in school and class libraries.
Included on the [E-book] are an explanatory introduction, a genre guide and title list, and more than 100 rationales for graphic novels from almost every genre the form supports: journalism, science fiction, fantasy, slice-of-life realism, superhero, murder mystery, and those that combine genres. Rationales are presented in alphabetical order and include all the information necessary to decide whether a certain work is a good fit for the class: grade level and audience, plot summary, strengths and unique characteristics of the work, possible objections, ideas for implementation, ideas for thematic braidings, awards, reviews, and resources/references. These rationales can be used as part of a contract with parents and administrators that lays out how the texts are to be used and to help teachers feel secure in bringing the text into their classrooms, either on their shelves for independent reading or as part of a curriculum.
This study, Carter's doctoral dissertation, contributes to the fields of publishing and English E... more This study, Carter's doctoral dissertation, contributes to the fields of publishing and English Education by answering these major research questions: (1) What are the roles and processes that the general editor of English language arts-related collections of essays undertakes as s/he moves a project from idea to finished product? (2) How do these processes compare to those that have been explicated in other literature on publishing edited collections? (3) Within these roles and processes, what are the motivations, emotions, ideas and actions that reveal information that moves beyond the current understanding inherent in "how to" publications and the existing scholarly work on general editing? (4) How does my particular experience as the general editor of Building Literacy Connections with Graphic Novels: Page by Page, Panel by Panel (NCTE, 2007) compare with those of others?
Carter writes the introduction, the appendix, and two chapters of this book and edits the work of... more Carter writes the introduction, the appendix, and two chapters of this book and edits the work of many other great contributors who braid comics texts with more traditional English Language Arts classroom choices to show that graphic novels have a place in every facet of bridge building so necessary in such classes.
The mission of Under the Radar has been to feature publications of interest to adolescent and you... more The mission of Under the Radar has been to feature publications of interest to adolescent and young adult readers from small publishers that may fly under the radar in the book world. While previous columns have each focused on a single publisher, this series of columns will embrace books from multiple small publishers that focus on different populations of adolescents most targeted by bullying, as laid out in Generation Bullied 2.0 (Miller, Burns & Johnson, 2013). Our first column in this series took up the issue of sizism and weight discrimination, and features an extended discussion of two selected titles on this theme, The Fat Boy Chronicles and Picture Me. This column will deal with the need for more books for, by, and about Latino/a young people and Native American young people.
A conversation of two YA novels featuring bullying connected to sizism, with annotated bibliograp... more A conversation of two YA novels featuring bullying connected to sizism, with annotated bibliography of additional notable YA books on bullying and weight issues.
CJ Bott, Sean Kottke, Jon Ostenson, Daria Plumb, Jennifer Walsh and I examine two young adult nov... more CJ Bott, Sean Kottke, Jon Ostenson, Daria Plumb, Jennifer Walsh and I examine two young adult novels from Flux, _Beautiful Music for Ugly Children_ and _Burn_.
CJ Bott, Sean Kottke, Jon Ostenson, Jennifer Walsh and I feature Annick Press, a small Canadian ... more CJ Bott, Sean Kottke, Jon Ostenson, Jennifer Walsh and I feature Annick Press, a small Canadian press, and highlight two titles: _Enemy Territory_ and _The Lynching of Louie Sam_.
CJ Bott, Sean Kottke, Jon Ostenson, Jennifer Walsh and I examine _Etched in Clay_ and _Hammer of ... more CJ Bott, Sean Kottke, Jon Ostenson, Jennifer Walsh and I examine _Etched in Clay_ and _Hammer of Witches_, two books from Lee & Low via group interview.
I interview Ricki Ginsberg, Kaa Hinton-Johnson, Sean Kottke, and Jennifer Walsh about two graphic... more I interview Ricki Ginsberg, Kaa Hinton-Johnson, Sean Kottke, and Jennifer Walsh about two graphic novels featuring teen protagonists from Top Shelf.
CJ Bott, Ricki Ginsberg, KaaVonia Hinton, Sean Kottke, Jennifer Walsh and I discuss _Drummer Girl... more CJ Bott, Ricki Ginsberg, KaaVonia Hinton, Sean Kottke, Jennifer Walsh and I discuss _Drummer Girl_ and _Fishtailing_, a novel and a book of narrative poetry from Coteau, respectively.
Ricki Berg, Paul W. Hankins, CJ Bott, and I discuss a book "set six months after 9/11, when 15-... more Ricki Berg, Paul W. Hankins, CJ Bott, and I discuss a book "set six months after 9/11, when 15-year-old Khalid and his family, Pakistani father, Turkish mother, and two younger British sisters are visiting family. Without his family’s knowledge, Khalid is arrested as a terrorist and taken first to Karachi, then Kandahar and finally to Guantanamo Bay. During his interrogation, he is beaten and tortured for crimes he did not commit."
CJ Bott, Ricki Ginsberg and I discuss two young adult books from Cinco Puntos.
See http://www... more CJ Bott, Ricki Ginsberg and I discuss two young adult books from Cinco Puntos.
Ricki Berg, Paul Hankins, CJ Bott. and I discuss several nonfiction titles aimed at teen readers.... more Ricki Berg, Paul Hankins, CJ Bott. and I discuss several nonfiction titles aimed at teen readers. Among them are books on the slave trade, hip hop, Africa in world politics, Muslim culture, and the history of empires.
Composition course for Early College students and others enrolled at the Stokes County Campus of ... more Composition course for Early College students and others enrolled at the Stokes County Campus of Forsyth Technical Community College
Course Description-This course is designed to help teacher candidates acquire assessment skills n... more Course Description-This course is designed to help teacher candidates acquire assessment skills needed to make sound instructional decisions, monitor progress, and allow the teacher candidate to plan instruction based on assessment. The course includes an overview of the basic concepts used in developing and using classroom assessments. Students are introduced to strategies used to set objectives and assess student learning including traditional, authentic and performance techniques. Effective assessment strategies are modeled and applied to educational settings in North Carolina. This course links quality assessment to effective teaching and schools. (S)
In which I focus on offering more options for students to customize paths to illustrate proficien... more In which I focus on offering more options for students to customize paths to illustrate proficiency via opening up assessment opportunities. I'm working on offering such variety of assessments and opportunities in all my classes.
When I taught this class I re-visioned as a "Teaching Writing in the English Language Arts" cours... more When I taught this class I re-visioned as a "Teaching Writing in the English Language Arts" course. My sections of this course, ENG 324, were the first courses in which I discussed the Common Core State Standards with pre-service English teachers.
My innovative take on WSU's Eng 101 course, heavy with mandates and required scopes and sequences... more My innovative take on WSU's Eng 101 course, heavy with mandates and required scopes and sequences. We studied rhetoric with an emphasis on Aristotle and Toulmin, but mixed those with application and analysis of the four major theories on humor. A "social issues" approach allowed for rolling themes such as "Humor and Gender" and "Humor and Other Otherings" as students were asked to constantly consider what is humorous and why -- and what rhetorical strategies were at play to make an artifact humorous (or not).
While I taught the main ELA methods course at UTEP, "English: 3350: English Laboratory," steppin... more While I taught the main ELA methods course at UTEP, "English: 3350: English Laboratory," stepping away from that kind of course for a year helped me to reconsider how I might reorganize it. So did a request from folks at a college with an equivalent course labeled "English 480" and who wanted me to put together a hypothetical syllabus for such a course. Doing so helped me articulate my goals and growth plan. Perhaps one day soon I'll be able to implement a syllabus based in this document. Don't get your "woke" in a wad, though, I know these elements intersect, but they *are* elements I'd want to cover throughout a semester.
This course was designed to develop students’ academic writing, critical thinking, rhetorical str... more This course was designed to develop students’ academic writing, critical thinking, rhetorical strategies, reading and library skills. The course focus was thematic, revolving around the problem of “American Education in Constant Crisis and Transformation.” As such, our assignments, readings, and writings were tied to issues therein.
This course was a flop in that I was ten years removed from teaching Freshman Composition and didn't receive as much help as I'd asked for, perhaps intentionally now that I reflect on it. As well, I found it hard to ask new college students to reflect on their privileged status as college kids who were "making it." They were lucky enough to escape much of the Common Core testing and policies that were just hitting Washington state at the time they matriculated into college, and it was hard to get them to see beyond their own experience and how well their K12 education had served them.
Highlights included discussion of the two films. I offer this syllabus mostly for those who might be interested in knowing how a college professor attempted to cover 21st century education policy and reform exigencies in a Freshman Composition course.
The second iteration of this course, which I designed and piloted for a new MAT degree at UTEP. T... more The second iteration of this course, which I designed and piloted for a new MAT degree at UTEP. This syllabus and the accompanying evaluation scores (see that section of my profile) represent growth and my ability to integrate student feedback. My first set of eval scores for this course were in the mid 3's on a five point scale, but this particular syllabus helped lead to an impressive 4.93 course and instructor rating. Student evals are just part of an equation to consider when improving a course, but that difference is significant and shows grit, conscientiousness, and the ability to listen.
A graduate-level young adult literature course utilizing only graphic novels as the literary text... more A graduate-level young adult literature course utilizing only graphic novels as the literary texts and within which main characters acted as "case studies" for students experiencing different types of "schooling" situations and adolescent cornerstones. See the accompanying figure to see our goals for tying together varying intriguing elements of literature, literacy, adolescence and school spaces.
A first run of an all-comics English 3323 from my days at UTEP. Many more resources exist today t... more A first run of an all-comics English 3323 from my days at UTEP. Many more resources exist today than existed when I was putting together my readings list, especially regarding women Jewish comics creators. Sadly, I've yet to teach a class in which I could update this syllabus, but perhaps it can be useful to you.
This was an evaluation for a superhero-themed course offered to first-year students at Lees-McRae... more This was an evaluation for a superhero-themed course offered to first-year students at Lees-McRae College.
Student feedback from a section of English 111: Writing and Inquiry, Forsyth Technical Community ... more Student feedback from a section of English 111: Writing and Inquiry, Forsyth Technical Community College
Courses represent undergraduate and graduate-level classes. Courses beginning with "5" are gradua... more Courses represent undergraduate and graduate-level classes. Courses beginning with "5" are graduate courses and were new to a redesigned MAT program. I piloted both "Literature for Youth" (5340) and "New and Multimodal Literacies" (5342).
All scores are on a 5-point scale. Courses with a "5" as their first number are graduate classes.... more All scores are on a 5-point scale. Courses with a "5" as their first number are graduate classes. "ENLG 5350" is a special-topics graduate course. The topic was "Teaching the Graphic Novel." All undergraduate courses are required for the English Language Arts (Teaching) major.
A summary narrative created as part of a requested assessment of the MAT program, its courses, ar... more A summary narrative created as part of a requested assessment of the MAT program, its courses, artifacts and syllabi available (or not available), for Lees-McRae College.
A presentation shared with stakeholders at Lees-McRae College regarding how their MAT program mig... more A presentation shared with stakeholders at Lees-McRae College regarding how their MAT program might be revised.
While at Lees-McRae College (2021-22), I served on the Literacy Committee, the MAT committee and ... more While at Lees-McRae College (2021-22), I served on the Literacy Committee, the MAT committee and two search committees (English & Criminal Justice) in some capacity. I helped redesign the MAT recruitment brochure. I mentored the 2nd graduate of the MAT program through student teaching/passing her PPAT. I grew the MAT from 1 to 8 students. I recruited/traveled for the MAT program. I was asked to serve as Faculty Athletics Liaison. I convinced the department to switch to textbooks better aligned with the Science of Reading. I gathered data and made recommendations regarding program assessment and improvement. I served on Faculty senate and lead several initiatives through Senate committees to strengthen MAT program requirements and curricula, nixing the GRE requirement and adding an Adolescent Literacies course.
For the academic year of 2020-2021, I added these leadership elements: I created and implemented a Virtual College Tours program for 5-8 graders at a Virtual Academy in an urban North Carolina city. I co-lead a team of 6th grade core content are teachers, and I published newsletters for that team as well.
Originally billed as my "ENCLAVE OF ENGLISH EDUCATION (EN) RESOURCES AS WELL AS A HAVEN FOR THOSE... more Originally billed as my "ENCLAVE OF ENGLISH EDUCATION (EN) RESOURCES AS WELL AS A HAVEN FOR THOSE LOOKING FOR INFORMATION ON SEQUENTIAL ART NARRATIVES IN EDUCATION (SANE)," this blog focuses on comics-and-literacy work but has served as a springboard for social- and field-specific critique as well.
*I do not have a regular blogging schedule for this site.
*I consider all my blog work as "exploratory talk" rather than "final draft speech" (See Peter Smagorinsky's _Teaching English By Design_). Typos happen.
A colloquial, "smell-themed" space for sharing information and reporting on worrisome development... more A colloquial, "smell-themed" space for sharing information and reporting on worrisome developments in American education, especially corporate reform in K12 education, the agenda to privatize the right to a free public education for every child, and general corruption in K12-higher education. Calling out and exposing rather than cowering.
*I do not have a regular blogging schedule for EduStank.
*I consider all my blog work as "exploratory talk" rather than "final draft speech" (See Peter Smagorinsky's _Teaching English By Design_). Typos happen.
In which I answer questions on comics and literacy for David Cutler.
See http://www.spinedu.c... more In which I answer questions on comics and literacy for David Cutler.
In which I address interview questions for an English Education position at Clayton State Univers... more In which I address interview questions for an English Education position at Clayton State University. Get a sense of my philosophies and experiences (both positive and negative) regarding teaching English Education at the college level.
A webinar for the Washington State University Global Campus in which I examine the mythos surroun... more A webinar for the Washington State University Global Campus in which I examine the mythos surrounding two iconic comic book characters.
While outdated in some aspects, many of my "Yes Yes/No No's" and suggestions for considering comi... more While outdated in some aspects, many of my "Yes Yes/No No's" and suggestions for considering comics in the classroom from this, a version of the presentation I shard across the country as part of the NCTE Co-Sponsored Speaker Network, remain relevant to teachers and teacher educators.
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Papers by James Bucky Carter
Carter founded and edited this open-access, peer-reviewed academic and practitioner journal with an international review board in 2010 and led it through three issues. Dr. Richard Graham is the Associate Managing Editor now and handles submissions, calls, and publication duties.
Be sure to use the "Select an Issue" section to see the three issues available currently and which were published under Carter's stewardship, and look for new issues in the future.
See http://www.sanejournal.net or http://digitalcommons.unl.edu/sane/
See http://www.english.ufl.edu/imagetext/archives/v7_3/
See https://books.google.com/books?id=7sDNDV5nuDkC&printsec=frontcover&dq=super-powered+word+study&hl=en&sa=X&ei=LdvaVOJujbGiBLvAgrAH&ved=0CB8Q6AEwAA#v=onepage&q=super-powered%20word%20study&f=false
See http://scholar.lib.vt.edu/ejournals/ALAN/v37n3/
_Rationales for Teaching Graphic Novels_ was created to help educators and librarians provide support for the use and inclusion of comics, graphic novels, and manga in the secondary classroom, particularly in the English language arts classroom, and in school and class libraries.
Included on the [E-book] are an explanatory introduction, a genre guide and title list, and more than 100 rationales for graphic novels from almost every genre the form supports: journalism, science fiction, fantasy, slice-of-life realism, superhero, murder mystery, and those that combine genres. Rationales are presented in alphabetical order and include all the information necessary to decide whether a certain work is a good fit for the class: grade level and audience, plot summary, strengths and unique characteristics of the work, possible objections, ideas for implementation, ideas for thematic braidings, awards, reviews, and resources/references. These rationales can be used as part of a contract with parents and administrators that lays out how the texts are to be used and to help teachers feel secure in bringing the text into their classrooms, either on their shelves for independent reading or as part of a curriculum.
See http://maupinhouse.com/index.php/rationales-for-teaching-graphic-novels-1.html
See https://secure.ncte.org/store/building-literacy-connections-with-graphic-novels
See http://www.alan-yabeta.org/publications/under-the-radar/under-the-radar-flux/
See http://www.alan-yabeta.org/publications/under-the-radar/utr-september-2013/
See http://www.alan-yabeta.org/publications/under-the-radar/under-the-radar-lee-low-books/
See http://www.alan-yabeta.org/publications/under-the-radar/under-the-radar-top-shelf-graphic-novels/
See http://www.alan-yabeta.org/publications/under-the-radar/under-the-radar-coteau-books/
See http://www.alan-yabeta.org/publications/under-the-radar/under-the-radar-guantanamo-boy/
See http://www.alan-yabeta.org/publications/under-the-radar/under-the-radar-cinco-puntos-press/
See http://www.alan-yabeta.org/wp-content/uploads/2015/02/UTR-GroundwoodBooks-.pdf
This course was a flop in that I was ten years removed from teaching Freshman Composition and didn't receive as much help as I'd asked for, perhaps intentionally now that I reflect on it. As well, I found it hard to ask new college students to reflect on their privileged status as college kids who were "making it." They were lucky enough to escape much of the Common Core testing and policies that were just hitting Washington state at the time they matriculated into college, and it was hard to get them to see beyond their own experience and how well their K12 education had served them.
Highlights included discussion of the two films. I offer this syllabus mostly for those who might be interested in knowing how a college professor attempted to cover 21st century education policy and reform exigencies in a Freshman Composition course.
See "Previously Taught Courses" link to see how my scores developed over time: http://academics.utep.edu/Default.aspx?tabid=70104&ID=jbcarter2
For the academic year of 2020-2021, I added these leadership elements: I created and implemented a Virtual College Tours program for 5-8 graders at a Virtual Academy in an urban North Carolina city. I co-lead a team of 6th grade core content are teachers, and I published newsletters for that team as well.
*I do not have a regular blogging schedule for this site.
*I consider all my blog work as "exploratory talk" rather than "final draft speech" (See Peter Smagorinsky's _Teaching English By Design_). Typos happen.
*I do not have a regular blogging schedule for EduStank.
*I consider all my blog work as "exploratory talk" rather than "final draft speech" (See Peter Smagorinsky's _Teaching English By Design_). Typos happen.
See http://www.spinedu.com/how-comics-enhance-learning/#.VU0iQflViko
See https://drive.google.com/file/d/0BwG5PV4KZ6utVTdsVmNmNEZTSU0/view?usp=sharing
*Remember: All interviews are contextual.