Relevant bibliographies by topics / Graphic novels – Juvenile fiction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Graphic novels – Juvenile fiction'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Graphic novels – Juvenile fiction"

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Becnel, Kim, and Robin A. Moeller. "Graphic Novels in the School Library: Questions of Cataloging, Classification, and Arrangem." KNOWLEDGE ORGANIZATION 49, no. 5 (2022): 316–28. http://dx.doi.org/10.5771/0943-7444-2022-5-316.

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In recent years, many school librarians have been scrambling to build and expand their graphic novel collections to meet the large and growing demand for these materials. For the purposes of this study, the term graphic novels refers to volumes in which the content is provided through sequential art, including fiction, nonfiction, and biographical material. As the library field has not yet arrived at a set of best practices or guidelines for institutions working to classify and catalog graphic novels, this study seeks to record the ways in which school librarians are handling these materials as well as issues and questions at the forefront of their minds. A survey of school librarians in the United States revealed that almost all of them collect fiction and nonfiction graphic novels, while 67% collect manga. Most respondents indicated that they are partly or solely responsible for the cataloging and classification decisions made in their media centers. For classification purposes, most have elected to create separate graphic novel collections to house their fictional graphic novels. Some include nonfiction graphic novels in this section, while others create a nonfiction graphic novel collection nearby or shelve nonfiction graphic novels with other items that deal with similar subject matter. Many school librarians express uncertainty about how best to catalog and classify longer series, adapted classics, superhero stories, and the increasing number and variety of inventive titles that defy categorization. They also struggle with inconsistent vendor records and past practices and suffer from a lack of full confidence in their knowledge of how to best classify and catalog graphic novels so that they are both searchable in the library catalog and easily accessible on the shelves.
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McClanahan, Barbara J. "Experiencing Historical Fiction Graphic Novels to Teach Social Studies." Study & Scrutiny: Research on Young Adult Literature 5, no. 2 (July 1, 2022): 95–119. http://dx.doi.org/10.15763/issn.2376-5275.2022.5.2.95-119.

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A small study was conducted to determine how preservice teachers in a social studies methods class responded to reading an historical fiction graphic novel in an in-class literature circle followed by an authentication project. Role/task sheets, reading journals, and one-on-one interviews provided data. Analysis showed that all participants were successful at some level in navigating the unique aspects of the graphic novel and all felt the graphic novel experience could be successfully translated to their classrooms. Results also suggested that participants with prior experience with graphic novels appeared to have a more positive experience with the project.
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Adams, Krista L., Emily L. Zuccaro, and Jilliane R. Mccardle. "Fact or Fiction: Developing Graphic Novels for Science." Science Scope 44, no. 2 (November 2020): 54–60. http://dx.doi.org/10.1080/08872376.2020.12291374.

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Clark, J. Spencer. "Teaching Historical Agency: Explicitly Connecting Past and Present with Graphic Novels." Social Studies Research and Practice 9, no. 3 (November 1, 2014): 66–80. http://dx.doi.org/10.1108/ssrp-03-2014-b0005.

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The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.
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Babaee, Ruzbeh. "Realities of Graphic Novels: An Interview with Frederick Aldama." International Journal of Comparative Literature and Translation Studies 5, no. 3 (July 31, 2017): 1. http://dx.doi.org/10.7575/aiac.ijclts.v.5n.3p.1.

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The trend about producing and reading graphic novels has grown since the late twentieth century. These books with comic backgrounds seem to have a miraculous energy. They have been even appealing to unenthusiastic readers. They tempt people of different age groups, races and genders. They are also used for teaching ESL courses, e-learning activities, designing reality games, and teaching creative writing. If you talk to its followers, you may get the feedback that graphic novels can fulfil your demands and dreams from writing your assignments to taking you to the moon. Although many researchers have investigated the benefits of graphic novels, many faculties and librarians are still reluctant to include graphic novels in their curricula. Perhaps it is simply the attitude of many teachers and librarians that graphic novels look like a comic book, and simply are not “real” books. They have too few words, too many pictures, and lack quality to be seriously considered as literature. In the following, I, Ruzbeh Babaee, did an interview with Distinguished Professor Frederick Luis Aldama on realities of graphic novels.Aldama is a distinguished scholar and Professor of English at The Ohio State University, United States. In the departments of English and Spanish & Portuguese he is involved in teaching courses on US Latino and Latin American cultural phenomena, literature, film, music, video games, and comic books. He has founded and directed the White House Hispanic Bright Spot awarded LASER/Latino and Latin American Space for Enrichment Research. Professor Aldama won the Ohio Education Summit Award for Founding & Directing LASER in 2016. In April 2017, Aldama was awarded OSU’s Alumni Award for Distinguished Teaching and inducted into the Academy of Teaching. He is the author, co-author, and editor of 30 books, including his first book of fiction/graphic fiction, Long Stories Cut Short: Fictions from the Borderlands.
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Wachsmann, Melanie. "Book Review: Top 250 LGBTQ Books for Teens." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 70. http://dx.doi.org/10.5860/rusq.55n1.70.

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This book should be required reading for anyone working with teens. Cart and Jenkins have compiled a list of LGBTQ-themed books comprising fiction, nonfiction, graphic novels, and professional resources. Both the fiction and graphic novel sections include codes to indicate whether the book’s themes include “homosexual visibility,” “gay assimilation,” and/or “queer consciousness.” Additional information about the meaning and use of these codes is presented in the appendix.
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Brzostek, Dariusz. "Przyszłość nauki, przyszłość uniwersytetu. Fantastycznonaukowe prognozy zaniku wiedzy naukowej." Poznańskie Studia Polonistyczne. Seria Literacka, no. 28 (February 17, 2017): 13–33. http://dx.doi.org/10.14746/pspsl.2016.28.1.

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The predictions of science fiction play an important part in the cultural landscape of contemporary western culture, being integral to the popular culture (novels, movies, TV series, graphic novels). Science fiction narratives predict the future of society, technology, culture but also – the science itself and a university as a scientific institution. The aim of this work is to shed light on the depiction of the future of science, knowledge, and university in the science fiction works, predicting the ineluctable societal collapse. The essay focuses on the use of the scientific discourse and scientific knowledge in the chosen science fiction narratives by Stanisław Lem, Walter M. Miller jr., John Brunner, and Paolo Bacigalupi.
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McNair, Jonda C., Alan R. Bailey, Lesley Colabucct, and Deanna Day. "Children’s Literature Reviews Great Books for Sharing and Reading with Children in Grades K–8." Language Arts 89, no. 5 (May 1, 2012): 342–48. http://dx.doi.org/10.58680/la201219343.

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This review column features 14 unthemed children’s books written by authors from diverse racial groups. It also includes books from multiple genres, such as nonfiction, contemporary realistic fiction, alphabet books, graphic novels, etc.
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Gruner, Oliver. "Gutter politics: Graphic novels in the age of Trump." European Journal of American Culture 41, no. 2 (June 1, 2022): 167–85. http://dx.doi.org/10.1386/ejac_00070_1.

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This article explores the ways in which US graphic novels have responded to, narrated and politically framed the Trump presidency. Analysing a generically diverse range of texts from non-fiction to science fiction, I argue that comics artists were quick to mobilize the medium’s unique qualities in the service of ideological critique. The article offers a detailed account of how publications such as Sabrina (2018), The Hard Tomorrow (2019), LaGuardia (2019) and Welcome to the New World (2020) were developed, shaped and reshaped against the backdrop of Donald Trump’s election victory and presidential term. Through an assortment of formal and stylistic devices ‐ spatial and temporal jumps and juxtapositions afforded by panel arrangement, a weaving together of historical and contemporaneous iconography, the interplay of various textual cues and registers ‐ these graphic novels offered complex portrayals of the impact of Trump and ‘Trumpism’ on various individuals, groups and communities. In different ways, they evidence the medium’s ability to intervene in wider political discourse, construct challenging historical and speculative narratives and offer fresh, resonant engagements with pressing issues of the day.
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Spalding, Steven, and Nicholas Romine. "Views of the city in French sci-fi comics and graphic novels." Journal of Urban Cultural Studies 7, no. 1 (March 1, 2020): 93–103. http://dx.doi.org/10.1386/jucs_00020_1.

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This article looks at important French comics and graphic novels from the small but highly influential tradition of French science fiction in order to assess their distinctive formal and narrative contributions to the genre. Taking cues from theoretical definitions of bandes dessinées formulated by Thierry Groenstein and Thierry Smolderen, it identifies specific ways two major works, Futuropolis and L’Incal, reshaped the narrative range and scope of French sci-fi comics and graphic novels and recast their artistic possibilities. We also draw comparisons to Valérian et Laureline. The ways in which cityscapes are depicted in each serve as the privileged focus for measuring the similarities and differences among these works, both ideologically and formalistically.
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Dissertations / Theses on the topic "Graphic novels – Juvenile fiction"

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Goforth, Andrew. "POST APOCALYPTIC LITERATURE AND THE STATE: SCIENCE FICTION AND STORYWORLDS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2185.

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Mary Manjikian and other critics argue that post-911 apocalyptic Literature is anarchic, breaking away from the state through its destruction. This thesis challenges this claim, looking at the state through the abstract form presented by Deleuze and Guattari in A Thousand Plateaus to argue that while the state in its physical manifestation is indeed removed within the post-apocalyptic narrative, an internal desire for governance and a return to status-quo remains. Chapter 1 examines Cormac McCarthy’s novel The Road in relation to this theory, particularly within the interactions between the father and son, showing that through the father, an argument can be made for the characters’ wish to return to a time where a physical state existed. Chapter 2 examines the relevance of the zombie narrative in relation to other “post-911 apocalyptic Literature” to examine both where these texts and media fit in relation to the state and contemporary culture – particularly in relation to politics. Through AMC’s “The Walking Dead”, the zombie narrative not only exhibits similar tendencies for a yearning of state power, but also expands the definition of a post-apocalyptic narrative, as when the state returns, not only is the narrative altered to one of dystopian fiction, the “other” becomes more ambiguous, as the zombies begin to pose little threat, leading to political tension amongst survivors. Chapter 3 and 4 examine the return to popularity of Lovecraft-esque fiction alongside the cultural infectiousness of the zombie. Beginning with Lovecraft’s “The Call of Cthulhu” and moving to China Miéville’s novel Perdido Street Station, the thesis will conclude with an examination of eldritch horror as an alternative to the post-apocalyptic in terms of rethinking the relationship of the state in contemporary culture, and arguing that the political “other” is now viewed as monstrous and difficult to define in a manner which zombies are unable to fully represent.
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Scherpenhuizen, Johannes. "Dutch Technique: Comic Books, Discourse and Vedanta/The Saga of the Atlantean." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28060.

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Dutch Technique is a work of experimental art which refuses classification and emerges variously in the form of comic-book pages, non-fiction writings, prose fiction, poetry and visual art. DT questions traditional binary modes of thinking which contrast sciences and arts, high arts and low arts, academic and non-academic discourse, science and religion/mysticism, and eschews discriminatory tribalism. It explores the inexhaustibility of the text, ideas and being in the form of comedy, drama, rhetoric, philosophical analysis and synthesis, poetic evocation and drama, liturgy and ritual. Its primary sources are self-reflection, contemplation in the analytical/synthetic philosophical mode and in meditation, trance and altered states of being, and the practise of art as self-revelation, healing, therapy, entertainment and communication. Its textual sources are film (particularly science fiction and comedies) comic books, philosophical texts (primarily those of Nietzsche, Wittgenstein and Existentialism). As literature it mines stream of consciousness, experimental modes, satire, genre and literary fiction, poetry and popular song. Also central is scripture and what may be termed, “the Perennial Philosophy” exemplified by Vedanta. Incorporated into this experimental mix is a traditional academic thesis The Superhero and the Self which argues that superhero comics can fruitfully be considered as spiritual literature. The Saga of the Atlantean is a graphic novel which embodies the critical stance of Dutch Technique in utilising what is generally conceived as a 'low art' genre – the superhero story – with a serious purpose and high art pretentions, without avoiding various characteristics which might be considered typical of the genre. It is a meta-textual work which comments both blatantly and obliquely on the form of comics and the human condition. TSOTA can be read separately from the rest of the work or as an integral component. It can be read prior to the other work, interspersed with its chapters or after it. As Dutch Technique asserts; there is no beginning, there is no middle, there is no end.
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Lombard, Sunell. "Fiction, friction and fracture : autobiographic novels as a site for changing discouses [i.e. discourses] around subjectivity, truth and identity." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21778.

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Thesis (MPhil)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: The concept of the self or subject is more relevant now than ever, since society’s perceptions about selfhood are in the process of changing. Autobiography is an important site for the critical discussion of issues surrounding the subject – such as truth, identity formation and agency – seeing that it is one of the most revealing spaces in which these altering perceptions manifest. As can be deduced from the title of my thesis, FICTION, FRICTION AND FRACTURE: Autobiographic Novels as a Site For Changing Discourses Around Subjectivity, Truth and Identity, I explore what autobiographic novels disclose about the notions truth, self-representation and identity formation that emerge from an investigation of the subject. Poststructuralism and feminism have been instrumental in destabilizing the notion of a unified subject as well as any concept that makes universal claims. Throughout this thesis I will be applying poststructuralist and feminist theories around subjectivity to my work as well as the work of a selection of autobiographic novelists, namely Robert Crumb, Dan Clowes, Art Spiegelman and Chris Ware. When referring to autobiographic novels I will be applying Leigh Gilmore’s term autobiographics. Autobiographics introduces a way of thinking about life narrative that focuses on the changing discourses of truth and identity that feature in autobiographical representations of selfhood. I will be utilizing Gilmore’s term since it so neatly encompasses the concepts that I will be investigating.
AFRIKAANSE OPSOMMING: Die konsep van die self of subjek is nou meer as ooit relevant siende dat die samelewing se persepsies omtrent die subjek tans ’n transformasie ondergaan. Outobiografie is ’n belangrike platform vir die kritiese bespreking van idees wat uit besprekings van die subjek vloei – soos waarheid, identiteits konstruksie en agentskap – aangesien die genre ’n duidelike refleksie van die veranderende persepsies lewer. Soos afgelei kan word uit die titel van my skripsie FICTION, FRICTION AND FRACTURE: Autobiographic Novels as a Site For Changing Discourses Around Subjectivity, Truth and Identity, beoog ek om vas te stel wat autobiografiese romans blootlê in terme van konsepte soos waarheid, self-voorstelling en identiteitskonstruksie wat uit die ondersoek rondom die subjek na vore kom. Poststrukturalisme en feminisme speel beide ‘n belangrike rol in die destabilisering van die uniformige subjek asook enige ander konsep wat aanspraak tot enige universiële veronderstellings maak. Ek plaas poststrukturalistiese en feministiese teorie rondom subjektiwiteit deurlopend op my werk, asook the werk van die outobiografiese kunstenaars Robert Crumb, Dan Clowes, Art Spiegelman en Chris Ware toe. Wanneer ek na autobiografiese romans verwys, verwys ek spesifiek na Leigh Gilmore se term autobiografies. Gilmore se interpretasie behels ‘n begrip van outobiografie wat fokus op die veranderende diskoerse van waarheid en identiteit wat in outobiografiese voorstellings van die self voorkom. Ek beoog om haar term te gebruik aangesien dit die konsepte waarna ek kyk duidelik omvat.
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Nienaber, J. E. "Distopie in die grafiese roman : V for Vendetta as voorbeeld." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21688.

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Thesis (MPhil)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: This thesis examines the genre of dystopian fiction in the graphic novel, V for Vendetta in which a futuristic police state, run by a totalitarian regime is portrayed. Since V for Vendetta draws on a number of other dystopian texts, New Historicist theory is employed which begins its analysis of literary texts by attempting to look at other texts as well as the historical context in which it originated, to aid in the understanding of that text. Therefore, V for Vendetta with its thorough character development and multi-dimensional storyline that the larger format of the graphic novel allows, is studied alongside other highly regarded novels. The characteristics of the nightmarish anti-utopia is identified and analysed in V for Vendetta by looking at real examples of totalitarian regimes from history. The chapters are divided into what I identified as the main themes of the totalitarian dystopia. Chapter one explains the concept of the utopia in order to grasp the concept of dystopia, and more specifically, the Totalitarian dystopia. Chapter two looks at the social structure of V for Vendetta as well as the common Totalitarian dystopia. Chapter three discusses the issue of censorship which is a recurring theme in dystopian fiction. Chapter four examines the manner in which the totalitarian regime manipulates the populace of the dystopia through propaganda. Chapter five discusses the systems of surveillance and lack of privacy in the Totalitarian dystopia and a chapter on the protagonist in dystopia concludes this study.
AFRIKAANSE OPSOMMING: In hierdie studiestuk word die genre van distopiese fiksie in die grafiese roman, V for Vendetta behandel, wat ’n futuristiese polisiestaat teen die agtergrond van ’n totalitêre staatsbestel uitbeeld. Omdat V for Vendetta by soveel ander distopiese tekste leen, word dit vanuit die teoretiese oogpunt van New Historicism bestudeer, wat in die ontleding van ’n roman ander tekste asook die geskiedkundige konteks van daardie roman ondersoek, ten einde dit beter te begryp. Daarom word V for Vendetta, wat vanweë die grafiese roman se langer formaat wat ruimte skep vir deeglike karakterontwikkeling en ’n veelvlakkige storielyn, as volwaardige roman naas ander hoogaangeskrewe romans behandel. Aan die hand van ware voorbeelde van totalitêre regimes uit die geskiedenis word die eienskappe eie aan ’n nagmerriestaat in V for Vendetta geïdentifiseer en geanaliseer en dit is waardeur ek my laat lei het ten opsigte van die hoofstukindeling. In hoofstuk een word die begrip van utopie eers duidelik gemaak om die distopie, en meer spesifiek die Totalitêre distopie te verstaan. In hoofstuk twee word daar gekyk na die sosiale samestelling en magstruktuur binne V for Vendetta en die Totalitêre distopie in die algemeen. Hoofstuk drie bespreek die kwessie van sensuur - ’n gewilde tema in distopiese fiksie. In hoofstuk vier word ondersoek ingestel na die manier waarop die Totalitêre-distopie die burgery breinspoel deur propaganda. Hoofstuk vyf bespreek die verskynsel van bewaking en die skending van privaatheid in die totaliêre distopie en in die sesde hoofstuk word daar gefokus op die protagonis in die distopie.
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Lamfers, Jordan Scott. ""A dame to kill for" or "a slut-- worth dying for" : women in the noir of Frank Miller." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3545.

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The depictions of women in film noir and neo-noir have long been objects of interest for feminist scholars. In this report, I extend this scholarship to examine Frank Miller's Sin city graphic novel series as a version of neo-noir that is both intimately connected to noir tradition and innovative in its approach, specifically in terms of his representation of women. Miller depicts his female characters in a variety of ways that reflect both the positive and negative imagery of women in classic noir and neo-noir; in doing so, he creates a new and complex vision of women in noir. This report uses three different characterizations of women in film noir--the spider woman, the femme moderne, and the angel--to explore the ways in which Miller's female characters can be understood to simultaneously uphold and challenge these conventions.
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Gani, Safiyyah. "The fortifying and destructive power of love in J.K. Rowling’s Harry Potter series." Thesis, 2011. http://hdl.handle.net/10500/5304.

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The aim of this study is to explore the importance of love in its various manifestations in the lives of the Harry Potter characters and its power to consequently influence the paths that they eventually choose to walk. Love is investigated as the reason behind the choice between good and evil as well as paradoxically both a fortifying as well as a destructive force. Furthermore, it attempts to examine the importance that love plays in the healthy or dysfunctional development of the characters. Numerous philosophies and theories that span two different eras will form the theoretical framework of this research paper. There will be a constant interplay between the theories and the main text, that is, the seven Harry Potter books that together represent the Harry Potter series. Additionally, the author‟s opinion acquired from invaluable fan interviews will be utilized in order to improve the understanding of the characters motivations. The introduction is a brief explanation of key terms and theories that are essential to the exploration of love in the Harry Potter series. The study comprises five chapters. The first three chapters are concerned with the three main manifestations of love represented in the series, namely; parental love, friendship and romance respectively. Chapter Four focuses on the adaptation of the novels into movies and the subsequent result that this has on the depiction of love. Chapter Five highlights the finding of the study conducted.
English Studies
M.A. (English)
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Clark, Sherryl. "New (Old) Fairy Tales for New Children." Thesis, 2017. https://vuir.vu.edu.au/36015/.

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The creative thesis 'New (Old) Fairy Tales for New Children‘ makes a contribution to the field of creative writing research. It comprises creative work in the form of four fairy tales and a novel for upper primary/early high school readers (70%) and a short exegesis (30%). The creative work uses key fairy tale elements to tell new stories for contemporary children. The four fairy tales are intended to sit within the Western European tradition, drawing on the repetitions, cadence and storytelling voice of the tales collected by the Brothers Grimm.
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Books on the topic "Graphic novels – Juvenile fiction"

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Powell, Martin. The legend of Johnny Appleseed: The graphic novel. Minneapolis: Stone Arch Books, 2010.

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Colfer, Eoin. The Supernaturalist: The Graphic Novel. New York: Disney-Hyperion, 2012.

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Dragoon, Leigh. Legend: The graphic novel. New York: Penguin Group (USA), 2015.

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Elizabeth, Hanel, and Lau Fawn, eds. Aquarian Age: Juvenile Orion. Los Angeles: Broccoli Books, 2005.

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Stephanie, Sheh, and McDougall Chris, eds. Aquarian Age: Juvenile Orion. Los Angeles: Broccoli Books, 2004.

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Rie, Hagihara, Hanel Elizabeth, and Lau Fawn, eds. Aquarian Age: Juvenile Orion. Los Angeles: Broccoli Books, 2004.

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Graphic Novels. Essential Library, 2016.

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Owens, L. L. Black Beauty (Graphic Revolve (Graphic Novels)). Stone Arch Books, 2006.

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Nickel, Scott. Double Trouble (Graphic Sparks (Graphic Novels)). Stone Arch Books, 2007.

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Louis, Stevenson Robert, Wim Coleman, and Pat Perrin. Treasure Island (Graphic Revolve (Graphic Novels)). Stone Arch Books, 2006.

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Book chapters on the topic "Graphic novels – Juvenile fiction"

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Prickett, Robert, and Casey A. Cothran. "Graphic crime novels." In The Routledge Companion to Crime Fiction, 65–75. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429453342-9.

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Novak, Ryan J. "Fiction." In Teaching Graphic Novels in the Classroom, 81–96. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238669-8.

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Trommer, Ralph. "Phantastische Comics — Science-Fiction, Fantasy, Horror." In Comics und Graphic Novels, 212–32. Stuttgart: J.B. Metzler, 2016. http://dx.doi.org/10.1007/978-3-476-05443-2_12.

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Novak, Ryan J. "Science Fiction." In Teaching Graphic Novels in the Classroom, 55–71. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238669-6.

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Earle, Harriet E. H. "Comics and Graphic Novels." In The Routledge Companion to Twenty-First Century Literary Fiction, 113–21. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge companions to literature series: Routledge, 2019. http://dx.doi.org/10.4324/9781315880235-11.

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Mittal, Sangeeta. "Graphic Novels and Delhi: Contested Spaces in the Popular." In Indian Popular Fiction, 133–55. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003239949-11.

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Sinha, Pooja. "Vignettes of Change: A Discussion of Two Indian Graphic Novels." In South-Asian Fiction in English, 181–97. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-40354-4_10.

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Connerty, Michael. "Crime, Adventure, and Technology: Sources in Popular Fiction and Media." In Palgrave Studies in Comics and Graphic Novels, 125–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76893-5_5.

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Gough, Noel, and Simon Gough. "Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators." In Palgrave Studies in Education and the Environment, 277–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_17.

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AbstractThis chapter explores the generativity of comics/graphic novels and their filmic adaptations as contributions to the “cultural literacy” of science educators by examining: (i) representations of science in Alan Moore and Dave Gibbons’ graphic novel Watchmen; (ii) the unique capability of sequential art to depict key scientific imaginaries, such as complexity and simultaneity; (iii) the treatment of these imaginaries in Zack Snyder’s (Watchmen. Universal Pictures, 2009) filmic adaptation of Watchmen; and (iv) the shift from the novel’s threats of Cold War nuclear annihilation toward the film’s concern with contemporary fears of a climate crisis. Many science educators treat comics/graphic novels (and much science fiction) with suspicion, tending to focus on their fidelity (or lack thereof) with canonical “textbook science” and the im/plausibility of their narratives. We argue that both versions of Watchmen constitute distinctively generative media resources (with cross-generational relevance) for rethinking science education in the Capitalocene.
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Chute, Hillary, and Marianne Dekoven. "Comic books and graphic novels." In The Cambridge Companion to Popular Fiction, 175–95. Cambridge University Press, 2012. http://dx.doi.org/10.1017/ccol9780521513371.012.

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