[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-146499-en":3,"doc-seo-146499-105":31,"detail-sidebar-cat-0-en-105":96},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},146499,962075114765,"Quinn","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",4,"Exam","Comics for K-12 Educators - Course Overview","Comics for K-12 Educators (TE 579) is designed to help future or current elementary, middle, and high school teachers understand the socio-political importance of comic strips, comic books, and graphic novels while developing literacy and critical thinking skills. The course examines how censorship and book bans—rooted in claims about criminality, vulgarity, and indoctrination—limit children’s access to diverse worlds and identities. Through required readings, structured discussions, and major assignments, students create evidence-based strategies for selecting and using comics in K-12 classrooms to support close reading, interpretation, and empowerment.","COMICS FOR K-12 EDUCATORS  \nONLINE  \n1  \nCOURSE OVERVIEW  \nComics for K-12 Educators (TE 579) is a course designed to (re)introduce students –who are also future/current elementary, middle, or high school teachers – to the socio-political importance and the literacy-enhancing value of comic strips, comic books, and graphic novels. Beginning with discussions related to the alleged “criminality,” “vulgarity,” “inappropriateness,” and“indoctrinating” influence of comics, originating in the early 1900s and continuing to present-day book bans, we will explore how efforts to keep (certain) comics out of the hands of children and out of schools have limited young readers’ opportunities to learn about their own and other – sometimes imagined or speculative – worlds, to think critically about their own and other (human) beings’ identities and experiences, and to challenge injustices. Through discussions of the literacy-related skills developed and honed by comic and graphic novel reading (decoding, comprehension, visual analysis, textual analysis, story pacing, etc. ), as well as the need to engage young people with various texts from which they might construct relevance – especially in relationship to their own existences and their own growing conscientiousness – this course will  \n1 Image from “Huey Freeman Only Speaks the Truth,” from Aaron McGruder’s The Boondocks. Posted online at [https://hueyfreemanonlyspeaksthetruth.tumblr.com/post/41823424360/the-boondocks-comic-strip-405](https://hueyfreemanonlyspeaksthetruth.tumblr.com/post/41823424360/the-boondocks-comic-strip-405) .  \nemphasize the ways in which comic books and graphic novels can contribute to young people’s literacy success, as well as to their criticality and empowerment. As we situate comics and graphic novels within discussions of censorship and justice, students in this course will also develop ideas for educational practices that challenge notions of difference that advantage some groups over others. Assignments for this course include 10 discussion posts, 3 major assignments, and a final paper. Students may complete extensions on the major assignments for this course, and the final paper, in order to receive graduate level credit.  \nREQUIRED TEXTS  \n• Blabey, A. (2016) . The bad guys \\#1 . Scholastic Press.  \n• Butler, O. E. (A graphic adaptation by Damian Duffy & John Jennings, 2020) . Parable of the sower. Abrams Comicarts.  \n• Craft, J. (2019) . New kid. Quill Tree Books.  \n• Osman, A. (2020) . Heartstopper \\#1 . Graphix.  \n• Pilkey, D. (2023) . The adventures of Captain Underpants: 25 ½ Anniversary edition. Scholastic, Inc.  \n• Smyth, T. (2023) . Teaching with comics and graphic novels: Fun and engaging strategies to improve close reading and critical thinking in every classroom. Routledge. This text is available for free, with online access through the SDSU Library.  \n• Wertham, F. (1953) . Seduction of the innocent. This text is available for free, with online access through the SDSU Library.  \n• Yang, G. L. (2021) . American born Chinese. First Second.  \nIMPORTANT:  \n• Students are frequently required to select, read, and respond to comic texts (comic strips, comic books, and/or graphic novels) of their choice – in keeping with the theme and criteria outlined in the Course Outline in this syllabus. Since the assigned comic texts for this course are written primarily for a middle school-through young adultaged audience, teachers of early readers (grades K-2) will rely primarily upon these choices texts to develop the “Comics in the ELA Classroom” Unit Plan assignment, which is due in Week 13, if they choose to write units for their own grade levels.  \n• Additional required texts, videos, and websites will be posted on Canvas and/or selected independently by students.  \nCOURSE OBJECTIVES  \nObjectives of this course include students’ enhanced abilities to:  \n1. Apply a critical lens to the selection, analysis, and public/scholarly discourse surrounding comic tex","cbCaiiEdfAp0tW5r","https://ap.wps.com/l/cbCaiiEdfAp0tW5r","pdf",430175,3,1,20,"English","en",105,"# Course Overview\n## Required Texts\n## Course Objectives\n## Course Assignments and Grading\n## Discussion Requirements and Rubric\n## Significant Assignments","[{\"question\":\"What is the main purpose of Comics for K-12 Educators (TE 579)?\",\"answer\":\"To reintroduce teachers to the literacy-enhancing and socio-political value of comics, while helping them analyze censorship, justice, and inclusion in K-12 contexts.\"},{\"question\":\"Which skills does the course emphasize for students’ literacy success?\",\"answer\":\"Decoding, comprehension, visual and textual analysis, story pacing, and critical engagement with texts so learners can think about identities and experiences.\"},{\"question\":\"What are the course assessment components and their proportions?\",\"answer\":\"Discussions on Canvas total 30%, and significant assignments account for 50%, supported by a set of major assignments and a final paper.\"}]","Comics for K-12 Educators - Course Overview | PDF",1787743887,50,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":91,"head_meta":93,"extra_data":95,"updated_unix":29},"comics-for-k-12-educators-course-overview","",{"@graph":37,"@context":90},[38,53,73],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,51],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":20},"https://docshare.wps.com/document/exam/",{"item":52,"name":13,"@type":44,"position":11},"https://docshare.wps.com/document/comics-for-k-12-educators-course-overview/146499/",{"url":52,"name":13,"@type":54,"image":55,"author":60,"headline":13,"publisher":62,"fileFormat":65,"inLanguage":24,"description":14,"dateModified":66,"datePublished":67,"encodingFormat":65,"isAccessibleForFree":68,"interactionStatistic":69},"DigitalDocument",{"url":56,"@type":57,"width":58,"height":59},"https://docshare.wps.com/thumbnails/comics-for-k-12-educators-course-overview/146499.png","ImageObject",300,407,{"name":9,"@type":61},"Person",{"url":42,"name":63,"@type":64},"DocShare","Organization","application/pdf","2026-09-11","2026-08-26",true,{"@type":70,"interactionType":71,"userInteractionCount":20},"InteractionCounter",{"@type":72},"ViewAction",{"@type":74,"mainEntity":75},"FAQPage",[76,82,86],{"name":77,"@type":78,"acceptedAnswer":79},"What is the main purpose of Comics for K-12 Educators (TE 579)?","Question",{"text":80,"@type":81},"To reintroduce teachers to the literacy-enhancing and socio-political value of comics, while helping them analyze censorship, justice, and inclusion in K-12 contexts.","Answer",{"name":83,"@type":78,"acceptedAnswer":84},"Which skills does the course emphasize for students’ literacy success?",{"text":85,"@type":81},"Decoding, comprehension, visual and textual analysis, story pacing, and critical engagement with texts so learners can think about identities and experiences.",{"name":87,"@type":78,"acceptedAnswer":88},"What are the course assessment components and their proportions?",{"text":89,"@type":81},"Discussions on Canvas total 30%, and significant assignments account for 50%, supported by a set of major assignments and a final paper.","https://schema.org",{"og:url":52,"og:type":92,"og:title":13,"og:site_name":63,"og:description":14},"article",{"robots":94,"canonical":52},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":97},[98,102,106,109,114,118,123,128,132,135,139],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":99,"show_sort_weight":100,"slug":101},"Story & Novel",90,"story-novel",{"id":48,"doc_module":4,"doc_module_name":47,"category_name":103,"show_sort_weight":104,"slug":105},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":47,"category_name":12,"show_sort_weight":107,"slug":108},70,"exam",{"id":110,"doc_module":4,"doc_module_name":47,"category_name":111,"show_sort_weight":112,"slug":113},5,"Comic",60,"comic",{"id":115,"doc_module":4,"doc_module_name":47,"category_name":116,"show_sort_weight":30,"slug":117},6,"Technology","technology",{"id":119,"doc_module":4,"doc_module_name":47,"category_name":120,"show_sort_weight":121,"slug":122},7,"Healthcare",40,"healthcare",{"id":124,"doc_module":4,"doc_module_name":47,"category_name":125,"show_sort_weight":126,"slug":127},8,"Research & Report",30,"research-report",{"id":129,"doc_module":4,"doc_module_name":47,"category_name":130,"show_sort_weight":22,"slug":131},9,"Religion & Spirituality","religion-spirituality",{"id":22,"doc_module":4,"doc_module_name":47,"category_name":133,"show_sort_weight":22,"slug":134},"World Cup","world-cup",{"id":136,"doc_module":4,"doc_module_name":47,"category_name":137,"show_sort_weight":136,"slug":138},10,"Lifestyle","lifestyle",{"id":140,"doc_module":4,"doc_module_name":47,"category_name":141,"show_sort_weight":110,"slug":142},19,"General","general"]