loappiah – Multiliteracies in ELA Classrooms

Literature & Image: Illustrated editions, graphic novels, anime and manga

The origin of this form of story telling goes all the way back to the time of stained glass windows, narrative painting and art. The role of these images were to unfold a story, events and actions. To say that humankind hasn’t had a preferred eye for this form of art would be untrue. Images are universal.
The article ‘Using Graphic Novels, Anime & Internet in Urban High Schools’ by Nancy Frey & Douglas Fisher talks about the use of graphic novels to help students improve their writing. Graphic novels helped students practice their writing while giving them the skills to become competent writers. Through the activities performed the students were able to slowly become more comfortable with experimenting with longer sentences. The students were also given images as writing prompts.
Many of the students who were in this class were English Language Learners. Although I have never taught a Graphic Novel I can see how using them with ELL’s would be very beneficial. When I used to teach English in China I would rely heavily on images for beginner ESL classes. It was the quickest and less intimidating way for students to learn new vocabulary. One of the other benefits mentioned in the article that I agree with is that limiting the amount of text is easier for students to digest. Presenting a student with a novel can be daunting whether or not they are an ELL. I also think that the minimal text gives the students more opportunity to use their creative thinking and imagination to fill in any blanks. We naturally assume things when we read based on the words we are seeing. The less words we see, the more we can imagine. As mentioned in the article and above, the use of grphic novels can improve sentence quality but it can also be a conduit for reading. I think that the feeling of success after completing a graphic novel can encourage a student to read more and boost their confidence if they were having difficulty reading or creating sentences before.
The article also mentioned that one of the benefits of using Graphic novels in the classroom with ELL is that there are many social justice issues that are present in graphic novels that could be taught. I thought this was an excellent point. I think it’s important for the curriculum to touch on social justice issues so that students are aware of what is going on around them. I do not think that this beneficial for only ELL because there are some students who are born and raised here and are not familiar with what is going on here due to many factors.

In addition to the points mentioned I think that Graphic Novels are fun. They appear less intimidating and can appeal to may different types of students. The benefits of them are plentiful and I hope to one day teach one in my classroom.

Blog Post #2- Gaming

After yesterday’s discussion on gaming and how to incorporate games into the English classroom I was curious as to how exactly I could do this. I’ve often played video games for long periods throughout my life. I would get hooked on one game and would play it consistently until I beat it once, then I would replay it using cheat codes. Since I have some knowledge of gaming I have been thinking about how I could use that knowledge in the classroom. I do not agree that there is no place for gaming in the English classroom. I think that many of the problem solving techniques and self-correction that we develop help us guide our train of thought when reading difficult text and analyzing. I wouldn’t say that all video games can enhance student’s skills. It really depends on the activities and purpose of the game.
There was a game mentioned in class called ‘One and One Story.’ I looked it up and started playing it. This game requires you to move the two characters around so that they eventually meet face to face. There are obstacles that are placed in the game that you have to maneuver around. The levels also get increasingly harder as you progress.
As soon as I started playing the game I immediately could see that it would be beneficial for a student to play this game. Students have to rely on their problem solving skills to advance in the game. There are no hints available to the players and there are an unlimited amount of tries or lives available. I think that is the most important element to the game. Not everyone gets things right on the first try or even within three tries. I think the message behind the unlimited amount of lives available is very positive and encourages students to keep trying when they are problem solving because eventually they will get it. As you progress in the game the rules of each level change and so do the mechanisms. Things that you tried in the past levels do not necessarily work so you must change your approach. Which again provides students with a message; that you cannot approach each problem the same way. Finally, the game has an underlying story. It isn’t very detailed and is summed up before each level with a short sentence. However, the summary of the story must be interpreted because it provides players with a clue as to what it is you need to do in the next level. In lieu of direct instructions on how to play each level it is hinted at through the text provided. I thought that this was a brilliant way to engage players in the story and also give them instructions.
I loved this game but I personally do not know if I would want to use it in the classroom. The storyline was great and I think there are a few activities that could be done with it but I’m not sure it’s a direction I would like to take.