We should not teach literacy so that it is a minimal or one-dimensional experience. We can communicate a deeper essence for reading and learning than that. Students and other readers continue to use these multimodal literacy skills for the rest of their lives. We seek to present history in a manner that elicits understanding, appreciation, and further curiosity.
Each body of academic standards addresses understanding essential contributions and processes in student learning. WBP graphic works are aligned to these bodies of standards and their uses to teachers. Use of the standards never precludes an engaging story. On the contrary, they can help to focus essential parts of the story for the reader.
With biographical candidates from a variety of fields and disciplines over time, the connection to student learning and teaching is purposefully strong. The academic subjects we connect to include social studies and history, civics, science and mathematics, fine arts, literature, and foreign language instruction.
Special project graphic works may be produced embedded with texture. This renders a graphic title readable for those without vision. Braille may then be embedded in the dialogue boxes. The value of this comes in presenting a title for the visually impaired, but can present a powerful teaching tool for students with sight.
Today's world requires a multiplicity of literacies. The ability to decode and understand meaning from a variety of sources is essential for any field or experience of learning. The presence of graphic arts and graphic design is thoroughly embedded in our learning and social experiences.
First and foremost, these collections of literature will seek to educate and entertain. The intended settings for this literature will be primarily K-12, but the nature of these published works will make it possible for it to be placed anywhere in both public and private settings. As it is appropriate, there will be different illustration styles for younger and older readers.
Through the course of script development with the accompanying research, a clear framework of connections between the content being presented and the standards that guide instruction will be present. This framework will serve to guide the structure of these works for ease of use and reference by teachers or interested others as situations may warrant. The formal professional bodies for the various academic subjects will be utilized as a framework. This will include the National Council for the Social Studies (NCSS) and the National Council of Teachers of English (NCTE), and other professional educational bodies as may be relevant.
Other Readers-Intended settings include but are not limited to schools (public/private), libraries, office waiting rooms, venues such as Scholastic Books, Perma-bound, and the like. Additionally, the development of electronic content will go hand-in-hand with the creation process. As greater numbers of readers go online to read their favorite comics or graphic novels, Wood Block will work to meet them where they are and in ways that are welcome.
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