Dr Mel Gibson – Excelsior! Exploring the impact of the Stan Lee Excelsior Award in Schools. Plenary Session at 2013 SLA Weekend Course in Belfast

1. Dr. Mel Gibson and Prof. Kay Sambell,
Northumbria University
(with kind permission of Paul Register,
Award founder)

2. What is it?
• The Stan Lee Excelsior Award is the only nationwide book
award for graphic novels and manga where kids aged 11-16
choose the winner by rating each book as they read it.
• Eight graphic novels are selected for the shortlist and it
now attracts schools and public libraries from all over the
UK
• The overall goal of this scheme is to encourage reading
amongst teenagers.
• Its secondary target is to raise the profile of graphic novels
and manga amongst school librarians and teachers.
• Website at http://www.excelsioraward.co.uk/

3. It is compulsory for me to show this
image!
Paul Register (award founder and organiser)
with the living legend himself, Stan 'The Man'
Lee!

4. • In January 2011, Paul Register organised and ran a city-wide
book award project called The Stan Lee Excelsior Award.
• Initially intended as a graphic novel and manga award just
for schools in Sheffield (to complement the long-running
Sheffield Children's Book Award), several other schools
from across the UK asked if they could take part too. 17
schools eventually participated and got hundreds of
children involved in the 'Reading & Rating' process. 842
Rating Forms were completed and returned.
• In 2012, the project grew considerably. 77 schools took part
and returned a phenomenal 2307 Rating Forms.
• In 2013, over 130 schools took part (Final figures to be
confirmed).

5. Researching the Award
• Kay and I are exploring the impact of the
Award, initially via a survey. We will be doing
some follow-up interviews with participants.
• The initial survey has so far drawn 65 responses.
This is itself, is very positive.
• Of those 65, 59 described themselves as school
librarians. Others were teachers, a Learning
Resource Centre Manager and Public Librarians.
• All volunteered for the role.

6. Answer Choices Responses
An enthusiast/fan
19.05%
(12)
Some experience
52.38%
(33)
Largely unfamiliar with the medium
28.57%
(18)
Total 63
Before your involvement with the Award, how would you
characterize your experience with graphic novels?
‘Knowledge of big titles but little experience of comic book titles’.
‘Had some on shelves and used them with pupils but not read them myself’.
‘Basic knowledge. We have a small collection here and wanted to improve this’.

7. Did you work with graphic novels in your setting
before this Award was launched? How?
• This question asked for respondents to make
comments. The vast majority had collections and
wanted to develop them further, typically in
response to popularity amongst students.
• Some had bought in materials for work with
reluctant readers, others with boys specifically in
mind, others again with very able readers to add
variation and stretch them.
• Activities also included author/artist visits, manga
and comic clubs, using titles for sessions in
general book clubs and with a drawing club.

8. What do you feel you personally got out of
being involved with the Award?
• The vast majority cited getting to know more about the medium as a
personal benefit. ‘Though I haven't really ever been into reading
graphic novels, I have been enjoying getting to grips with the
shortlisted titles, sharing them with pupils and learning from their
knowledge and enthusiasm, and have broadened my reading tastes in
the process!’
• Some of what was said shows ways of working with the Award; ‘We
had a special after school event that we advertised in the school
bulletin - graphic novel fans came to see what the short listed novels
were, have a look at them and have a group discussion about their
favourite graphic novels. I felt that this was a fantastic way for kids to
meet one another - some students made very fast friends on the day,
from very different backgrounds and year groups, which was so nice to
see. We still have some of the group coming in together on a regular
basis to look at our newest GN additions and draw their own novels’.

9. • Others talked about reaching a different group of
students ‘I was able to make contact with students who
didn't normally use the library very much, and develop
good working relationships. We have now developed a
whole new scheme of work which I will deliver again
next year. It was very positive and good fun!’
• Another group of comments focused on other
librarians ‘A sense of community. It's good to know
there are Librarians out there who are as enthusiastic,
if not more so, than me about the medium. Sometimes
comics get a frosty response from teaching colleagues
who feel they're not 'real' literature, and it's nice to
know I'm not alone in seeing their merit’.

10. Is there anything that you found out from participating which
has resulted in a change in your practice, such as discovering
new titles or a new medium?
• ‘It has made me think more about how we structure our reading clubs,
and how important graphic novels are to students' literacy and enjoyment
of books’
• ‘The most popular one was the Sweeney Todd which surprised me - I
personally found it a bit wordy but now I know the students like gns that
are quite demanding’
• ‘I noticed from the voting slips that a particular core of students were
voting, so I will be able to target these students (who are not necessarily
enthusiastic library users / readers in the main) for next year's award.
Possibly more structured with a reading / discussion group or stock
choosing group.’
• ‘I have used the Panzenhaur title to promote history. Looking forwards to
the rest- staff were also enthused’

11. Answer Choices Responses
Encourage boys to use the library
56.86%
29
Encourage girls to use the library
27.45%
14
Act as a catalyst to encourage students to
discuss reading
60.78%
31
Encourage 'reluctant readers'
76.47%
39
Act as a stimulus for the discussion of
students' out of school reading and
interests
47.06%
24
What do you feel the impact of the Award was
regarding your students? Did it, for instance,

12. • In some cases the Award acted as a support
for pre-existing policies, or consolidated a
school’s approach.
• There were a few surprises, however! ‘We
discovered that one of our students has his
own comic company and that other boys are
also involved. We can now promote this in
school.’

13. Answer Choices Responses
all students in the age range
34.62%
18
comic fans
48.08%
25
boys
50%
26
girls
34.62%
18
keen library users
55.77%
29
reluctant library users
34.62%
18
Who rated the graphic novels?

14. Answer Choices Responses
Raised the profile of the library in the
school
25%
12
Raised the profile of reading for pleasure
in the school
27.08%
13
Raised the profile of graphic novels in the
school
87.50%
42
Got different students involved in the
library
64.58%
31
Got different staff involved in the library
14.58%
7
It had a negative impact
2.08%
1
(in the final case a member of teaching
staff disapproved of the choices and
would not promote)
Do you feel that there was any wider impact?

15. Answer Choices Responses
Generated other popular culture themed
displays
16%
4
Visited by manga and comic creators
24%
6
Created a graphic novel or manga reading
group
56.00%
14
Displayed student work on comics or
manga
40%
10
Had an impact upon the work of specific
subject areas (such as art)
36%
9
Were there any wider activities generated by the Award?

16. Constraints upon making the Award a
success in school
• Time, funding and additional work needed with some
teachers were all mentioned.
• However, there were notable successes in changing
views using the Award; ‘Encouraged English teachers
about the medium. older ones had been definitely
against them in years past as not being worthy of
study. Coaxed them slowly into looking at them as an
art form and the arrival of a younger teacher with
enthusiasm helped change attitudes. She had a graphic
artist friend who came and did a workshop and some
super work on English set texts came out of it. Once
the teachers were on board, it happened’

17. Key Findings
• The Award consolidated pre-existing work on the medium
in some schools and introduced collections and related
activities in others.
• The vast majority of participants were keen to work with
the Award again.
• The Award helped to break down preconceptions about the
medium.
• It attracted new readers into the library and rose the profile
of it within the school.
• It offered opportunities to network with other schools and
libraries, as well as comic creators and specialist suppliers.
• It acted as a stimulus to creative work by students.
• It fostered cross-curricular working across school.

18. • The Award attracted students of all ages, with
there being a large number of young women
participating as well as young men.
• It was a source of pride for comics fans to see
their medium celebrated.