In a 2019 interview with the webzine DC in the 80s, Jeff Lemire (b. 1976) discusses the comics he read as a child growing up in Essex County, Ontario-his early exposure to reprints of Silver Age DC material, how influential Crisis on Infinite Earths and DC's Who's Who were on him as a developing comics fan, his first reading of Watchmen and The Dark Knight Returns, and his transition to reading the first wave of Vertigo titles when he was sixteen. In other interviews, he describes discovering independent comics when he moved to Toronto, days of browsing comics at the Beguiling, and coming to understand what was possible in the medium of comics, lessons he would take to heart as he began to establish himself as a cartoonist. Many cartoonists deflect from questions about one's history with comics and the influences of other artists, while others indulge the interviewer briefly before attempting to steer the questions in another direction. But Lemire, creator of Essex County Trilogy, Sweet Tooth, The Nobody, and Trillium, seems to bask in these discussions. Before he was ever a comics professional, he was a fan. What can be traced in these interviews is the story of the movement from comics fan to comics professional. In the twenty-nine interviews collected in Jeff Lemire: Conversations, readers see Lemire come to understand the process of collaboration, the balancing act involved in working for different kinds of comics publishers like DC and Marvel, the responsibilities involved in representing characters outside his own culture, and the possibilities that exist in the comics medium. We see him embrace a variety of genres, using each of them to explore the issues and themes most important to him. And we see a cartoonist and writer growing in confidence, a working professional coming into his own.

In a 2019 interview with the webzine DC in the 80s, Jeff Lemire (b. 1976) discusses the comics he read as a child growing up in Essex County, Ontario-his early exposure to reprints of Silver Age DC material, how influential Crisis on Infinite Earths and DC's Who's Who were on him as a developing comics fan, his first reading of Watchmen and The Dark Knight Returns, and his transition to reading the first wave of Vertigo titles when he was sixteen. In other interviews, he describes discovering independent comics when he moved to Toronto, days of browsing comics at the Beguiling, and coming to understand what was possible in the medium of comics, lessons he would take to heart as he began to establish himself as a cartoonist. Many cartoonists deflect from questions about one's history with comics and the influences of other artists, while others indulge the interviewer briefly before attempting to steer the questions in another direction. But Lemire, creator of Essex County Trilogy, Sweet Tooth, The Nobody, and Trillium, seems to bask in these discussions. Before he was ever a comics professional, he was a fan. What can be traced in these interviews is the story of the movement from comics fan to comics professional. In the twenty-nine interviews collected in Jeff Lemire: Conversations, readers see Lemire come to understand the process of collaboration, the balancing act involved in working for different kinds of comics publishers like DC and Marvel, the responsibilities involved in representing characters outside his own culture, and the possibilities that exist in the comics medium. We see him embrace a variety of genres, using each of them to explore the issues and themes most important to him. And we see a cartoonist and writer growing in confidence, a working professional coming into his own.

Cornel West has called Myles Horton "an indescribably courageous and visionary white brother from Tennessee." Horton (1905-1990) cofounded the Highlander Folk School (now known as the Highlander Research and Education Center), an institution controversial from its beginnings. During the early labor movement, the Highlander School sponsored programs for both union organizers and rank-and-file members; the staff of Highlander saw education as a way to approach and work through problems. Issues of race were always important to the school, which became a beacon for the civil rights movement; its summer institutes included such influential participants as Rosa parks, Martin Luther King Jr., and Andrew young. His commitment to education as an agent of social change allowed Horton to see himself as both a teacher and a student, as one who could learn from others as well as help others learn. The Myles Horton Reader presents essays, speeches, and interviews, giving the reader a grounding in the pathbreaking work of an extraordinary man.
The editor: Dale Jacobs is assistant professor of English and director of composition at the University of Windsor in Ontario, Canada. His work has appeared in Composition Studies, Journal of the Assembly for Expanded Perspectives on Learning, National Writing Project Quarterly, and other publications.

With the recent explosion of activity and discussion surrounding comics, it seems timely to examine how we might think about the multiple ways in which comics are read and consumed. Graphic Encounters moves beyond seeing the reading of comics as a debased or simplified word-based literacy. Dale Jacobs argues compellingly that we should consider comics as multimodal texts in which meaning is created through linguistic, visual, audio, gestural, and spatial realms in order to achieve effects and meanings that would not be possible in either a strictly print or strictly visual text. Jacobs advances two key ideas: one, that reading comics involves a complex, multimodal literacy and, two, that by studying how comics are used to sponsor multimodal literacy, we can engage more deeply with the ways students encounter and use these and other multimodal texts. Looking at the history of how comics have been used (by churches, schools, and libraries among others) will help us, as literacy teachers, best use that knowledge within our curricula, even as we act as sponsors ourselves.

With the recent explosion of activity and discussion surrounding comics, it seems timely to examine how we might think about the multiple ways in which comics are read and consumed. Graphic Encounters moves beyond seeing the reading of comics as a debased or simplified word-based literacy. Dale Jacobs argues compellingly that we should consider comics as multimodal texts in which meaning is created through linguistic, visual, audio, gestural, and spatial realms in order to achieve effects and meanings that would not be possible in either a strictly print or strictly visual text. Jacobs advances two key ideas: one, that reading comics involves a complex, multimodal literacy and, two, that by studying how comics are used to sponsor multimodal literacy, we can engage more deeply with the ways students encounter and use these and other multimodal texts. Looking at the history of how comics have been used (by churches, schools, and libraries among others) will help us, as literacy teachers, best use that knowledge within our curricula, even as we act as sponsors ourselves.