This interview “was just the ticket to get me really seriously thinking about promoting graphic novels at our school again,” says Joanie Proske, a teacher-librarian at Walnut Grove Secondary School in Langley, British Columbia, Canada. “I fired off a few emails to colleagues and managed to get two English teachers to bring down their classes in the next few weeks so we can introduce the students to this format. I also sold our ESL (ELL) teachers into using a graphic poetry collection from Scholastic with their beginning English readers. Great success here and perhaps a step toward incorporating other graphics into their ESL teaching in the future!”
We couldn’t be happier to hear it! Here’s what else Joanie had to say about the remarkable success of the graphic novel program at her school.
Walnut Grove graphic novels
Over the four years you have been acquiring graphic novels for your school library, have you collected any stats or figures about circulation rates?
In September 2009, our library decided to physically place the small graphic novel collection in a separate area to make it easier for students to locate them. At the same time we assigned the graphic novels a category using a GX (graphic) call number prefix. This allowed our library software to track graphic novel circulation figures.
Our library’s circulation statistics for graphic novels strongly attest to their growing demand, and now reflect 15% of our total circulation. During 2010, we added hundreds of new titles, launched a school-wide promotion campaign, and hosted presentations by graphic novel instructor and storyteller Gail de Vos. I believe this endorsement greatly influenced the leap in the school-wide popularity of this medium. By June 2011 our year-end statistics showed a 108% increase in graphic novel circulation over the previous year. With continued promotion and the addition of more manga titles, by June 2012 the circulation of graphic novels rose an additional 69%!
What are your most popular books and series right now?
The most popular books these days are The Walking Dead, Death Note, Watchmen, Scott Pilgrim, Cowboys and Aliens, Vampire Knight, Alice in the Country of Hearts, Fullmetal Alchemist, Black Butler and Blue Exorcist. Lots of manga titles!
You had to win over the secondary English teachers. How did you go about that? Were there any particular works (or student experiences) that helped change their minds?
I started small by introducing the medium of graphic novels to individual teachers and encouraging them to read titles that might connect with their subject areas or interests. For example, the Flight series with its collection of different artistic styles was shared with our Visual Arts instructor, Riel with our Socials teachers, Hind’s stunning portrayal of Beowulf with a senior level English teacher, and Stitches with another English teacher. These informal conversations about graphics and my own coursework experiences were a great way to introduce the medium. For those who were keen to learn more, the library ordered a few professional resources for teachers to peruse and consider.
To kickstart a school-wide push for graphic novel credibility, I invited professional storyteller Gail de Vos, my graphic novel instructor during Masters coursework at the University of Edmonton, to speak at our secondary school. To prepare for her visit, an information package about graphic novels was given to each English teacher to peruse (included were photocopies from Gravit’s Graphic Novels: Everything You Need to Know; Thompson’s Adventures in Graphic, Bitz’s When Commas Meet Kryptonite, etc.). During an English department meeting, the packages were given to teachers, the presentation details shared, and English teachers invited to bring their classes to the library to learn more about comics and graphic novels. Interested teachers then signed up for the available spots.
Colored photocopies of graphic novel book covers were featured in our library’s display case and posters advertising the event plastered around the school halls. School-wide publicity encouraged individual students to attend the sessions, which we entitled The Library’s Gone Graphic! Altogether the library was able to accommodate about 10 classes ranging from Gr. 8-12 --- approximately 300 students.
Gail de Vos is a fabulous speaker and she beautifully validated the graphic medium, provided a brief history of comics, focused on some significant titles, and also showcased our school’s own collection. The presentations were well-received and students were eager to borrow graphic novels in the following months, especially those Gail had mentioned. In anticipation of this rush, our collection was updated to include titles that Gail felt were essential to a secondary collection, so we could immediately circulate these books. Many students stayed afterward to excitedly chat with Gail, thrilled to have their reading choices validated. The students’ obvious interest in the medium was apparent to their English teachers. Our staff began to check out a few graphic novel titles to read for themselves --- not just the English teachers but also our Art, Science, and Technology teachers, as word spread that we had a vibrant and current collection from which to choose. Our conversations uncovered that many teaching colleagues had loved comics in their youth but were discouraged from reading them in school.
Let’s fast-forward several years to 2013, and our school culture is definitely changing. Most of our English teachers are now more willing to accept graphics as appropriate choices for silent reading and are interested in exploring ways to use graphics to promote literacy. The library recently purchased copies of Teaching Graphic Novels: Practical Strategies for the Secondary ELA Classroom by Katie Monnin for three teachers who plan to seriously focus on integrating graphic novels in their English instruction this year. The library is also tapping into grant funding to order specific titles from Monnin’s recommended list. Use of technology such as document cameras, iPads, and projectors will make it easier to share a single copy of a graphic novel with an entire class. These teachers will also be selecting multiple copies of several graphic titles to add to our literature circle sets.
Each year the library actively promotes graphics through presentations, displays, and contests. Last year we focussed on comics and plastered the library windows with huge pictures of Sheldon Cooper from The Big Bang Theory along with his funny comic-related quotes. Comics were displayed at the circulation desk - our Marvel Comics collection, graphic comics, and even books on how to read and draw comics for the more artistic types. Many of our students were not aware we had comics in the library and now come in regularly to sign these out. Eye-catching displays of Zombie or Superhero titles also help get these copies flying out the door. This year we have printed student-created bookmarks in anticipation of an upcoming graphic novel focus with graphic calendars and posters as prizes. We’ve purchased four Viz display spinners to house our growing manga collection but can’t possibly keep up with all the current manga titles and their series offerings. Some students spend their lunch hours happily reading online manga offerings, prompting the library to create another bookmark listing these popular websites.
Walnut Grove's graphic novels
What percentage of your budget, if you don't mind sharing, do you allocate for GNs?
About 15-20% is spent on graphics. This number has been generously supplemented by the support of our school district’s Langley Schools Foundation. This foundation has supported three separate literacy grant applications donating approximately $5,000 toward the development of our graphic novel collection.
Did you face much of a fight at first when you wanted to begin collecting graphic novels?
No. The administration has been supportive of my book selection choices, recognizing that qualified teacher librarians follow selection guidelines. I did share examples of graphic novels with my principal and we discussed the limits to how “graphic” or explicit our school’s selection policy should be regarding this medium. For example, we’ve decided that the Fables series past volume 2 is a bit too mature for our school community.
Do you read graphic novels yourself? If so, do you have any particular favorites right now?
I eagerly read comics during my elementary years but had not picked up a graphic novel until I enrolled in my Graphic Novels course at the University of Alberta. At first my visual literacy was very poor and I read very slowly as I struggled to make sense of the medium. As I read more titles, I became captivated and more passionate about including graphics in our secondary library. At first I read every graphic novel so that I could better promote them. I now find it hard to keep up this regime but try and read as many titles as possible, also relying on reviews and the sage recommendations of The Beguiling comic book store and graphic novel websites such as this one. Some of my latest reads include Serenity, Batwoman, Dr. Who, Identity Crisis, The 9/11 Report, and Deogratias. I love Rick Geary’s crime stories and how he invites the reader to draw a personal conclusion of each investigation. My personal graphic novel favorites are The Tale of One Bad Rat, The Broadcast, Stitches, Watchmen, Death Note, Trinity, Skim, and Leika.
How did the teachers at the school react to the graphic novel presence in the library?
Supportive overall. Some colleagues were thrilled that comics were finally being viewed as “real” reading.
Is it exciting to see teachers using graphic novels in the classroom?
I have had several English teachers bring down their classes to check out graphic novels to read to become more familiar with the format --- rather like a genre study. Many students have not tried graphics; the misunderstanding that comics are not “real” books and only for poor readers is still apparent. Full class sign-outs were difficult at first when the collection was small but now we have over 700 titles and can better manage to accommodate class needs. When classes want research resources, or are exploring biographies or narrative non-fiction titles in English, I always sneak a few appropriate graphic novel titles into the mix. So far, so good!
Do you have plans to expand the collection?
I’m hooked on graphic novels and definitely plan to continue to search for titles that support a variety of genres and range of artistic expression. I’m thrilled that students and staff continue to offer their suggestions, helping to develop a collection that reflects the interests of our school. One looming challenge is weeding and shifting the neighboring nonfiction to make room for the expanding graphic area!
What kinds of comments do you hear from students about the graphic novels?
Students love to talk about the graphic novels at the circulation desk. They comment on everything: the actions of characters, the plot lines, the artwork, how much they enjoyed reading the story, share their trivia knowledge, and complain about authors who need to hurry up and write the next in a favourite series. They suggest new titles, ask me for personal recommendations, chat about local comic book stores, share their impressions on new series we’ve ordered in, and ask if it’s okay to take out more than the usual three title limit (always!). Students love it when teachers permit graphic titles during silent reading. Our ESL students greatly appreciate illustrations to support their understanding of English. Some of our most voracious and accomplished readers confess their enjoyment of graphic titles and love to chat about their insights or connections to popular culture. The students are very grateful that our school purchases comics as many can’t afford to buy these books themselves. New students are amazed by the scope of our collection and say that it is the best they have seen in a secondary school. I’m not sure about this --- but I appreciate the compliment!
How do you keep up with the kids' reading interests? How do you decide which graphic novels to acquire?
Student input has been instrumental in developing our collection. Their comments and the daily heap of reshelving reflect which books are most popular. I make a point to ask the students for advice and suggestions – especially those I realize are very knowledgeable about graphic titles and authors. When you chat with students you soon discover a few graphic novel experts in your building only too eager to help you with selection. Each year I take a carload of students on a field trip to a local bookstore to select titles. Another approach I’ve tried is to order the first couple of manga titles in a new series, add them to the collection, then allow student feedback to determine which series to continue or weed. I blatantly snoop over shoulders of students reading online manga during lunch and ask them if they’ve come across any great new series. I also spend a lot of time reading reviews and try to choose graphic titles that represent a variety of genres, reading abilities, and reflect the interests of our school. The Beguiling comic book store in Toronto has been extremely helpful when determining whether a particular book is appropriate for a secondary school. The staff has read the books and can offer advice, plus they have an excellent return policy if first-hand examination indicates that a title is not right for our collection.
Is there anything in particular that you have learned that you wish you had known earlier?
I should have bought a half dozen comfortable throw cushions years ago and placed them on the floor in the graphic novel section. I just added these cushions and they are very popular with students who sit on the floor and read graphic novels throughout the lunch break. I also placed a collection basket in the graphics area and encourage these students to return books here for reshelving, instead of ditching the books anywhere when they have to dash back to class. I make sure to shelve a few books in this area each lunch hour so I have an excuse to connect with these students – asking them what titles they are enjoying and inviting them to contribute their requests.
With regards to teaching colleagues, I think that it’s important to be enthusiastic, patient, but persistent. When you discover a graphic title you believe might be of interest or could win a teacher over to the graphic format, sign it out, and pop it into his/her staff letter box, complete with a personal note. Just this week I shared Trinity with a Science teacher who is teaching about atomic theory. And don’t forget to share outstanding titles with your administration so they can also come to appreciate graphic novels and offer the library much needed support.
-- John Hogan
