Advertisement

“Bibliostory—Educational Comic Stories.” A Social Constructivist Approach to Media and Information Literacy Education for Children and Adolescents

  • Ewa A. RozkoszEmail author
  • Zuza Wiorogórska
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 676)

Abstract

Our paper presents a theoretical background for a Polish comic book “Bibliostory—educational comic stories” (Pl. Bibliostoryedukacyjne historie komiksowe). The comic targets children between 9 and 12 years of age and youths from 13 to 16 years of age. Each story illustrates one issue, such as information searching, organization of information, plagiarism, and information problem solving strategy. Bibliostory is based on two constructivist pedagogical concepts: the zone of proximal development (ZPD) and case-based learning/teaching. These concepts, on application level, are first of all associated with designing educational situations and relationships between teachers and students (educators and learners). The aim of our paper is to present the possibilities of application of these concepts in the educational comic books. We describe the general assumptions of two concepts, then we focus on elements applied in Bibliostory project. We also provide a review of literature on the educational potential of comic books.

Keywords

Bibliostory Case-based learning Cultural-historical theory Zone of proximal development Media and information literacy Educational comics Poland 

Notes

Acknowledgements

Zuza Wiorogórska’s work was carried out during her stay as the visiting scholar at the University of California, Berkeley, thanks to a scholarship from the Kosciuszko Foundation. Ewa Rozkosz’s work was carried out thanks to the grant awarded by the Faculty of Education of the University of Lower Silesia for the project “Społeczno-kulturowe podejście w projektowaniu materiałów edukacyjnych na potrzeby edukacji medialnej i informacyjnej dzieci i młodzieży na przykładzie » Bibliostory«” (nr 05/WGW/dok/2016).

We are thankful to Urszula Bochyńska, the coordinator of the “Bibliostory” project, for granting access to information on the comic book promotion.

References

  1. 1.
    McCloud, S.: Understanding Comics: The Invisible Art. Harper Perennial, New York (1994)Google Scholar
  2. 2.
    Negrete, A.: Constructing a comic to communicate scientific information about sustainable development and natural resources in Mexico. Procedia – Soc. Behav. Sci. 103, 200–209 (2013)CrossRefGoogle Scholar
  3. 3.
    Tuncel, G., Ayva, O.: The utilization of comics in the teaching of the “human rights” concept. Procedia – Soc. Behav. Sci 2, 1447–1451 (2010)CrossRefGoogle Scholar
  4. 4.
    Figueiredo, S.: Building worlds for an interactive experience: selecting, organizing, and showing worlds of information through comics. J. Vis. Lit. 30, 86–100 (2011)CrossRefGoogle Scholar
  5. 5.
    Vassilikopoulu, M., Retalis, S., Nezi, M., Boloudakis, B.: Pilot use of digital educational comics in language teaching. Educ. Media Int. 48, 115–126 (2011)CrossRefGoogle Scholar
  6. 6.
    Booker, K.M.: Educational comics. In: Booker, M.K. (ed.) Comics Through Time: A History of Icons, Idols, and Ideas, pp. 117–121. Santa Barbara, Greenwood (2014)Google Scholar
  7. 7.
    Nyberg, A.K.: “No harm in horror”: ethical dimensions of the postwar comic book controversy. In: McLaughin, J. (ed.) Comics as Philosophy, pp. 27–45. The University Press of Mississippi, Oxford (2005)Google Scholar
  8. 8.
    Humphrey, A.: Beyond graphic novels: illustrated scholarly discourse and the history of educational comics. Media Int. Aust. 151, 73–80 (2014)CrossRefGoogle Scholar
  9. 9.
    McNicol, S.: Humanising illness: presenting health information in educational comics. Med. Humanit. 40, 49–55 (2014)CrossRefGoogle Scholar
  10. 10.
    Paziuk, G.N.: Educational comics. In: Booker, M.K. (ed.) Comics through Time: A History of Icons, Idols, and Ideas, pp. 1459–1464. Santa Barbara, Greenwood (2014)Google Scholar
  11. 11.
    Farmer, L.S.J.: Information architecture and the comic arts: knowledge structure and access. J. Vis. Lit. 34, 23–49 (2015)CrossRefGoogle Scholar
  12. 12.
    Behen, L.D.: Using Pop Culture to Teach Information Literacy Methods to Engage a New Generation. Libraries Unlimited, Westport (2006)Google Scholar
  13. 13.
    Carrier, D.: The Aesthetics of Comics. The Pennsylvania State University Press, University Park (2000)Google Scholar
  14. 14.
    Upson, M., Hall, M.C., Cannon, K.: Information Now: A Graphic Guide to Student Research. The University of Chicago Press, Chicago (2015)CrossRefGoogle Scholar
  15. 15.
    Filipiak, E.: Rozwijanie zdolności uczenia się: Z Wygotskim i Brunerem w tle. Gdańskie Wydawnictwo Psychologiczne, Sopot (2012)Google Scholar
  16. 16.
    Wood, D.: How Children Think and Learn: The Social Contexts of Cognitive Development. Blackwell Publishing, Oxford (1989)Google Scholar
  17. 17.
    Vygotsky, L.S.: Mind in Society: The Development of Higher Psychological Processes. Harvad University Press, Cambridge (1934/1978)Google Scholar
  18. 18.
    Tudge, J., Rogoff, B.: Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In: Bornstein, M.H., Bruner, J.S. (eds.) Interaction in Human Development, pp. 17–40. Lawrence Erlbaum Assoc, Hillsdale (1989)Google Scholar
  19. 19.
    Gołębniak, B.D., Zamorska, B.: Nowy profesjonalizm nauczycieli: Podejścia, praktyka, przestrzeń rozwoju. Dolnośląska Szkoła Wyższa, Wrocław (2014)Google Scholar
  20. 20.
    Wang, L., Bruce, C., Hughes, H.: Sociocultural theories and their application in information literacy research and education. AARL 42, 296–308 (2011)Google Scholar
  21. 21.
    Limberg, L., Sundin, O., Talja, S.: Three theoretical perspectives on information literacy. Hum. IT 11, 93–130 (2012)Google Scholar
  22. 22.
    Forman, E.A., Cazden, C.B.: Exploring Vygotskian perspectives in education: the cognitive value of peer interaction. In: Wertsch, J.V. (ed.) Culture, Communication and Cognition: Vygotskian Perspectives, pp. 323–347. Cambridge University Press, Cambridge (1985)Google Scholar
  23. 23.
    Spackman, A., Camacho, L.: Rendering information literacy relevant: a case-based pedagogy. J. Acad. Libr. 35, 548–554 (2009)CrossRefGoogle Scholar
  24. 24.
    Barnes, L.B., Christensen, R.C., Hansen, A.J.: Teaching and the Case Method. Harvard Business School Press, Boston (1994)Google Scholar
  25. 25.
    Jacobs, H.L.M.: Information literacy and reflective pedagogical praxis. J. Acad. Libr. 34, 256–262 (2008)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  1. 1.University of Lower SilesiaWroclawPoland
  2. 2.University of Warsaw LibraryWarsawPoland

Personalised recommendations