The use of comics within the primary literacy curriculum

Comics and graphic novels are just one type of multi-modal text that children interact with and enjoy, however they are seen as the most controversial. Many teachers and parents feel uncomfortable about the use of these texts in the primary classroom due to their content, for example showing violence or provocative images. Millard and Marsh (2001) develop this further by suggesting that some people have called for comics to be banned all together. Stafford (2009) recognises that in order to successfully use a comic within the primary classroom, teachers need to check how suitable and appropriate they are for the age group of the class. However if monitored correctly to ensure only appropriate material from the comics and graphic novels is shown, the texts can be an excellent resource to use. For example, a teacher may use comics to encourage reluctant readers and engage with their interests. There are also many ways in which comics and graphic novels can help to encourage the exploration of technology, such as creating a class comic or adapting a well-known graphic novel. The Times Educational Supplement (Online) suggests that as well as encouraging readers and developing children’s technological skills, comics help to improve their visual literacy, which is seen as a valuable skill in today’s digital society. They provide a learning opportunity to develop children’s comprehension skills as they have to use both the text and the picture to read for meaning.
Using comics and graphic novels alongside traditional reading material within the primary literacy curriculum will enable children to have a broad and balanced curriculum.

One of the main issues with using comics and graphic novels, is that some teachers do not see the potential and opportunities that these texts provide. Marsh and Millard (2000) recognise that teachers are seen as gatekeepers within the school and children value their opinions. Therefore if a teacher does not encourage children to read and explore different genres of text, for example comics, children may not feel comfortable reading these at school and sharing their interest in them. I have seen an example of a teacher encouraging children to read a variety of genres during quiet reading time by providing the children with a range of books, magazines and comics to choose from.
Marsh and Millard (2001) acknowledge that one of the reasons for teachers not valuing comics and graphic novels could be because they themselves were made to read more traditional texts during their time at school and therefore have little experience of the genre. It could be suggested that teachers need to take the time to explore and consider how comics and graphic novels can be used in their classroom to provide excellent opportunities for learning.

Millard and Marsh (2000) Literacy and Popular Culture, Using Children’s Culture in the Classroom, SAGE

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)

Times Educational Supplement (2008) (Online) Available at:
http://www.tes.co.uk/article.aspx?storycode=2559546