A Live Performance at @ 2019 Conference on College Composition and Communication (CCCC)
in Pittsburgh, PA
COMIC Book Pedagogy
These are the key principles of Comic Book Pedagogy:
- C is for Cool where we use comic books and other pop culture materials to get students excited about learning.
- O is for Our Selves and Others where we focus on our Holistic Well-Being.
- M is for Multimodal Composing where we help students to use technology to compose in a broad range of forms.
- I is for Inclusion where we help students to learn to value diversity and to empathize with others.
- C is for Collaborative Learning where we help students to learn and write together.
C is for Cool
Collopy, T. (2019, September). Comic book pedagogy: Save English, save the world. Council Chronicle 29(1), 18-21. (NCTE membership required for access)
Eckard, S. (Ed.). (2017). Comic connections: Analyzing hero and identity. Lanham, NJ: Rowman and Littlefield.
Jacobs, D. (2007). Marveling at “The Man Called Nova”: Comics as Sponsors of Multimodal Literacy. College Composition and Communication, 59(2), 180-205. Retrieved from http://www.jstor.org/stable/20456992N
Pagnucci, G., Eckard, S., & Romagnoli, A. (2021). Comics, coronavirus, and composition…and popcorn! The story of 3 Comics Studies Scholars rewatching the Marvel Cinematic Universe.https://compositionandcomics.blogspot.com
Salter, A., Whitson, R., & Helms, J. (2018). Making comics as scholarship: A reflection on the process behind dhq 9.4. Kairos: A Journal of Rhetoric, Technology, and Pedagogy 23(1).
Watkins, R. & Lindsley, T. (2015). Sequential Rhetoric: Using Freire and Quintilian to Teach Students to Read and Create Comics. Digital Humanities Quarterly 9(4).
O for Our Selves and Others (Holistic Well-Being)
Cuddy, A. (2012). Your body language may shape who you are. TED Global. https://www.ted.com/talks/amy_cuddy_your_body_language_may_shape_who_you_are?language=en
Shapiro, S. (2015). How mindfulness cultivates compassion. YouTube. https://www.youtube.com/watch?v=e94aKm2ShjQ&list=PLbiVpU59JkVYF_BAo745jYWXM4k-0oxln&index=4
Kabat-Zinn, J. (2018). Meditation is not what you think: Mindfulness and why it is so important. New York: Hachette Books.
I is for Inclusion
Grobman, L. (2017). “Engaging Race”: Teaching Critical Race Inquiry and Community-Engaged Projects. College English, 80(2).
Perryman-Clark, S. (2016). Who We Are(n’t) Assessing: Racializing Language and Writing Assessment in Writing Program Administration. College English 79(2).
M is for Multimodal Composing
Humphrey, A. (2015). Multimodal authoring and authority in educational comics: Introducing Derrida and Foucault for beginners. Digital Humanities Quarterly 9(4).
Kim, Y. & Kang, S. (2020). Writing to make meaning through collaborative multimodal composing among Korean EFL learners: Writing processes, writing quality and student perception. Computers and Composition 58.
Kress, G. (2003). Literacy in the new media age. London, England: Routledge.
C for Collaborative Learning
Bruffee, K. A. (Nov., 1984). Collaboration and the “conversation of mankind.” College English, 46(7), pp. 635-652.
Ede, L., & Lunsford, A. A. (Mar., 2001). Collaboration and concepts of authorship. PMLA, 116(2), pp. 354-369.
Shaw, Z. (2021). Stream-lining Collaboration: Participatory Composition and Twitch. Kairos: A Journal of Rhetoric, Technology, and Pedagogy 25(2).
Shepherd, R. (2020). What Reddit Has to Teach Us About Discourse Communities. Kairos: A Journal of Rhetoric, Technology, and Pedagogy 24(2).