Week 3: Comics and graphic novels

Does the use of comics and graphic novels (hard copy/electronic versions) within the primary literacy curriculum undermine the values of the classroom or do they offer opportunities for learning?

 

It is suggested by Education Scotland that comics and graphic novels are often seen as having controversial content and that they undermine literacy in the classroom (Education Scotland), Stafford (2009) however, implies that they can be beneficial but that the choice of material has to be a vital consideration.  In the context of a classroom, the choice of any material needs to be suitable for the age range of its intended audience and it has been said ‘if you are not comfortable showing certain parts of a comic to pupils, then do not.’ (Stafford, 2009).  As long as the teacher follows this simple edict, then the chance of content being controversial for pupils is minimized, if not eradicated, and any classroom values will not be undermined. 

With regards to offering opportunities for learning, there is a suggestion that choosing to read graphic novels and comics is choosing to read less nourishing material (Millard and Marsh, 2001).  They also suggest that there are a range of comics that, although centred around children, ‘rarely appear on classroom shelves’ and that ‘the form itself is considered inferior’ (Millard and Marsh, 2001).  Contrary to this view however, is the contents of an electronic file in the article by Education Scotland in which it says that ‘Comics and graphic novels can play an important part in encouraging reading amongst older students’ and ‘comics are very diverse, offering a huge range of reading experiences and so enhance rather than undermine reading skills, as well as offering a way into exploring the varied forms of visual literacy.’ (Education Scotland) 

This is an area that had not occurred to me personally until it was demonstrated during the seminar at university.  The way in which various aspects of a story are ‘set’ in a book, i.e. atmosphere, background, character, can be visually demonstrated in comics and graphic novels in a way that is not possible in a standard book.  This method of visually generating aspects of a story was the major contributing factor in my early reading life and the reason why I continue to read to this day.  Findings published in the Education Scotland article from a study by Gibson, M (lecturer at university of Northumbria) showed several key comments, the most striking being; ‘Whilst they were unable to prove that literacy levels had improved generally, they were convinced that in engaging all readers, but particularly less able readers the collections were having a positive effect.’  The ‘collections’ referred to are, in fact, graphic novels.

In conclusion, although there is a stigma attached to the use of comics and graphic novels in the classroom, the potential is there for a wide range of learning opportunities.  As long as the practitioner that is selecting and using the materials is doing so in an appropriate manner, then there is no reason to deny school children the opportunity to access, engage with and learn from comics and graphic novels.


The link below shows the comic I created.

Link to comic

Bibliography

Graphic novels in the curriculum - Resources. 2014. Graphic novels in the curriculum - Resources. [ONLINE] Available at: http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp?strReferringChannel=resources&strReferringPageID=tcm:4-398508-64. [Accessed 13 October 2014].

Millard and Marsh (2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal of Education, 31:1, 25 - 38 (pdf)

Stafford, T (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom  Abingdon:Routledge (pdf)