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Kane -- Dissertation -- Final copy.pdf (8.18 MB)

ETD Abstract Container

Abstract Header

ADAPTING THE GRAPHIC NOVEL FORMAT FOR UNDERGRADUATE LEVEL TEXTBOOKS

Kane, Brian M
http://rave.ohiolink.edu/etdc/view?acc_num=osu1368726512

Abstract Details

2013, Doctor of Philosophy, Ohio State University, Arts Administration, Education and Policy.
This dissertation explores ways in which the graphic narrative (graphic novel) format for storytelling, known as sequential art, can be adapted for undergraduate-level introductory textbooks across disciplines. Currently, very few graphic textbooks exist, and many of them lack the academic rigor needed to give them credibility. My goal in this dissertation is to examine critically both the strengths and weaknesses of this art form and formulate a set of standards and procedures necessary for developing new graphic textbooks that are scholastically viable for use in college-level instruction across disciplines. To the ends of establishing these standards, I have developed a four-pronged information-gathering approach. First I read as much pre factum qualitative and quantitative data from books, articles, and Internet sources as possible in order to establish my base of inquiry. Second, I created a twelve-part dissertation blog (graphictextbooks.blogspot.com) where I was able to post my findings and establish my integrity for my research among potential interviewees. Third, I interviewed 16 professional graphic novel/graphic textbook publishers, editors, writers, artists, and scholars as well as college professors and librarians. Finally, I sent out an online survey consisting of a sample chapter of an existing graphic textbook to college professors and asked if the content of the source material was potentially effective for their own instruction in undergraduate teaching. For me, the interviews were the most enjoyable part of this process and yielded significant, actionable information from which I could draw practical conclusions. The results of the dissertation blog exceeded expectations in that the readership extended further than anticipated. Through the use of statistical analysis tools within Blogspot, I discovered the Graphic Textbooks blog has been viewed over 3,000 times to date since it first appeared on September 4, 2012. While 68% of these page views originated from the United States, it has also been accessed from 61 other countries, of which Germany and Russia comprise the largest readership (See Appendix C: Dissertation Blog Page Views by Country). Adapting undergraduate-level introductory textbooks in all disciplines has tremendous educational implications as we enter the digital eTextbook age. When placed on a digital platform, graphic narratives can not only simulate a classroom environment, but, because they are self-paced and utilize characters that engage the reader, can also replicate a one-on-one student/tutor dynamic as well. These understandings have implications for both introductory-level learning within a college or university setting and for distance learning where personable interaction is either limited or non-existent. Through my involvement in this research project, I have concluded that the true power of graphic narratives, of these unique multi-sensory scaffolding tools lies in their ability to help instructors motivate and educate their students. In terms of their positionality within art education, graphic narratives are malleable constructs that speak to many aspects of our discipline such as: visual culture, social media, narratology, visual learning, literacy development, design thinking, and the development of imaginative problem-solving skills. Graphic narratives can be as intimate as a memoir of a teenage girl living in Tehran (Persepolis); as inspiring as a biography of a boy growing up in poverty to become a sports star (21: The Story of Roberto Clemente); or as educational as a textbook (The Cartoon Introduction to Economics: Volume One: Microeconomics). Graphic narratives are a verbal/visual medium whose only limitations lie in the imaginations, creativity, and skill of their creators, and likewise in the willingness of the viewers/readers to actively engage in interpreting and making meaning from this iconographic art form.
Candace Stout, Dr. (Advisor)
Clayton Funk, Dr. (Committee Member)
Shari Savage, Dr. (Committee Member)
Arthur Efland, Dr. (Committee Member)
229 p.
Art Education
graphic novels; graphic textbooks; sequential art; Will Eisner; Scott McCloud

Recommended Citations

Citations

  • Kane, B. M. (2013). ADAPTING THE GRAPHIC NOVEL FORMAT FOR UNDERGRADUATE LEVEL TEXTBOOKS [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1368726512

    APA Style (7th edition)

  • Kane, Brian. ADAPTING THE GRAPHIC NOVEL FORMAT FOR UNDERGRADUATE LEVEL TEXTBOOKS . 2013. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1368726512.

    MLA Style (8th edition)

  • Kane, Brian. "ADAPTING THE GRAPHIC NOVEL FORMAT FOR UNDERGRADUATE LEVEL TEXTBOOKS ." Doctoral dissertation, Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1368726512

    Chicago Manual of Style (17th edition)

osu1368726512
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© 2013, some rights reserved.Creative Commons License ADAPTING THE GRAPHIC NOVEL FORMAT FOR UNDERGRADUATE LEVEL TEXTBOOKS by Brian M Kane is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by The Ohio State University and OhioLINK.