UPDATED: Wed, Jul 13, 12:35PM
The CAC's poster session gives attendees the opportunity to interact directly with presenters.
Timothy Stiven, Adrienne Rozells, Diane Kang, Charlie Spadone, and Justine Kwon of Canyon Crest Academy present the student-designed graphic novel Windy and the Spirit Skies and share with the audience the process the students and faculty went through to create this project.
Christopher Sperandio (Rice University) presents a range of the participatory comic books produced for institutions such as London's Institute of Contemporary Arts, New York's Museum of Modern Art, and Public Art Fund, Boston's Museum of Fine Arts.
Jeanine Webb, Shelley Streeby, and Pepe Rojo of the University of California, San Diego examine how recent independent comics have created alternate worlds and new forms of belonging.
Phillip Vaughan (Duncan of Jordanstone College of Art & Design/University of Dundee) examines the graphic design of British comics from the 1960s to the present day.
Jason Bainbridge (Swinburne University of Technology) maps supervillains across the popular arts to explore their role in shaping our expectations of the superhero genre -and what being "super" really means.
Amanda Kennell (University of Southern California) analyzes the meanings and uses of Alice in Wonderland in comics today.
Ashley Bles (Henderson State University) presents an empirical test for analyzing the representation and role of women in superhero comics.
Damien Tomaselli (University of Kwazulu-Natal) analyses the digital reiteration of the printed comics of the Captain Stone series, with specific focus on the adaptation of medium and temporal sensitivities from the motion book to work within the printed medium.
Cathy Leogrande (Le Moyne College) addresses five positive and five problematic examples of how disability is glorified and patholigized in comics published after the Americans with Disabilities Act to examine how "disability" has been defined within comics.
Christina M. Knopf (SUNY Potsdam) explores how G.I. Zombie, which features both a zombie hero and a villainous zombie plague, directly and metaphorically presents issues of surveillance, drone warfare, biological weapons, domestic terrorism, and PTSD to an audience tired of war stories.
Lisa Jackson (University of California, Santa Cruz) highlights the ways that scholars can deploy the gendered discourse inherent in the superhero genre in order to enrich our understanding of 20th century white American manhood.
Michael Kersulov (Indiana University) demonstrates how students used autobiographical and historical comics as models to create their own memoir comics to find ways to counteract feelings of dispossession.
Adam D. Henze (Indiana University) demonstrates how comics and poetry can be useful as rich, multimodal classroom texts, sharing the findings of a qualitative study that uses poetry comics in a secondary learning environment.
Eric Bruce (Western Oregon University) investigates the "self-concept" of Bruce Wayne/Batman and how his self-concept influences his dimensions of wellness as well as how to assist students in a classroom setting to identify self-concept connections with dimensions of wellness to improve healthy behavior change.
Elizabeth Potter (Kansas State University) considers the transnational nature of TekkonKinkreet's structure, stylistics, and visual rhetoric while contemplating the latent content reading styles of Western readership.
Dylan Weaver, Katherine Russell, and Taylor Mcswain of Henderson State University look at three characters from The Walking Dead and their reaction to death, through the lens of the Kübler-Ross five stages of grief and other coping mechanisms such as dissociation, avoidance, repression, and post-traumatic growth.
June M. Madeley (University of New Brunswick, Saint John) analyzes individual interviews conducted with manga readers and anime viewers from outside of Japan to investigate their fan activity, readership, viewing, and meaning making practices.
Antero Garcia (Colorado State University) and Peter Carlson (Green Dot Public Schools) construct a visual representation of the forms of resistance presented in contemporary comic book culture, illustrating blind spots in civic engagement and resistance theory in comic books today.
Nima Rassooli, Shelley Streeby, Babak Rahimi, and Manel Palos Pons of the University of California, San Diego explore the ways superhero comics through their form and content represent or complicate various facets of neoliberalism.
Emily Blanton (Henderson State University) compares the communities ofThe Walking Dead and Wasteland to crime organizations to better understand the group dynamic of common crime.
Allen Thomas (University of Central Arkansas), Shuna Thomas (Arkansas Children's Hospital), Drew Morse (Arkansas Children's Hospital), Colby Morse (Incite Rehab), Molly Reynolds (The Pointe Behavioral Health Services), and Gurrie Frisbie (Miami University) provide a basis for establishing the use of comics in a wide variety of professional settings, whether helping children manage difficult procedures through popular characters, facilitating hope and change within mental health, or encouraging students to further engage in literary material.
Craig Agule (University of California, San Diego) and Sharon Dopak (Scripps Hospital) look at the two medical procedures in Superman's Girl Friend, Lois Lane #12 to show how the liberal values now firmly established at the core of medical ethics were overlooked in those operating rooms, and imagine a parallel narrative tracking modern principles of medical ethics.
Barbara Glaeser (California State University, Fullerton) and Bianca Woods (BMO Financial Group) illustrate how comics and graphic novels can be used effectively in a school or business context in ways that engage adults cognitively and affectively, tap life experiences, and spur internal motivation to learn.