Blog Three

Using Comics and Graphic Novels in the Classroom

Comic books have existed as a genre of children’s literature for many years; however beliefs about their use within the classroom remain of controversial debate, with many negative perspectives held surrounding their effectiveness as an educational stimulus for learning. Additionally, the use of and exposure of graphics novels, within the classroom, poses further concern with parents and educators. Millard and Marsh (2001) reiterate this by explaining that the combination of cartoon images and colloquial language trouble some adults, who are concerned with the effect that children’s reading choices have on their academic and social development. It is therefore significant, that forms of such literature are closely explored, in which to ensure they prove suitable material for use within the classroom. Stafford (2009) reiterates this point, claiming that in order for comic books to pose successful and valuable resources within the classroom, teachers need to establish their suitability in regards to their age appropriateness. However, if monitored accurately and considered appropriate, the use of comic books and graphic novels can provide stimulating, engaging and creative contexts, where pupils can develop learning within an enriched and extensive literacy curriculum.

Jacob (2007) supports this and stresses the importance of comic stripes as a highly supportive stimulus for literacy, recommending that educators; ‘’see the potential that exists when teachers engage with comics in a meaningful way’’. This asserts that the learning experiences and opportunities made available to children through the use of comic books and graphic novels, are invaluable and can be vitally influential to learning, therefore they should seek to be made an accessible part of the literacy curriculum. As pointed out by Stafford (2011); the use of comic books can specifically aid sequencing skills and the teaching of direct and indirect speech. Equally, it is clear that comics lend themselves as highly stimulating focuses in the development of writing and comprehension.

Nevertheless, whilst the use of comic books and graphic novels are believed to generate engaging, creative and exciting learning opportunities, issues still centre on their influence and relevance surrounding academic development. Specifically, the current under use of such reading materials, appears in the resistance of teachers to recognize their educational potential. As Burn & Durran (2007) acknowledge, it is possible that some teachers simply do not possess a schema that connects comic books, or graphic novels with learning. It may also appear that teachers do not know enough about comic related research and image as a literacy skill. Furthermore, they may simply hold a lack of knowledge, interest or confidence when utilizing comics creatively within the curriculum. However as (Kress, 1997) states, the move to new forms of visual literacy has formed a significant part of current communication and curriculum learning, suggesting that the use of comics could instead enhance learning development and engagement to inform current initiatives and interests.  

Again however, it is important to consider that teachers have been taught to reflect the movement from pictures to words largely as an intellectual progression (Millard & Marsh, 2001). This is an important factor to consider and could support and provide reasoning into the limited use of comics and graphic novels within the classroom. However a thought-provoking discussion raised in the seminar challenged this view, and considered that reading should not simply just be about written text, but all factors forming a narrative, including the influence of image. It was discussed that although children’s reading should seek to progress from basic texts, to more complex forms of reading material, the use of image played a significant role surrounding child’s reading interests, as well as to support academic meaning, and therefore was considered an invaluable resource to utilise within the primary classroom, not to be restricted but explored and embraced within future classrooms.  

Burn, A. & Durran, J. (2007) Media Literacy in Schools: Practice Production and Progression. London: Paul Chapman.

Jacobs, D. (2007) Marvelling at the Main called Nova: Comics as sponsors of Multimodal Literacy. College Composition and Communication, 59, 2, 180-205 

Kress, G. (1997) Before Writing: Rethinking the paths to Literacy. London: Routledge

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

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

Stafford, T. (2011) Teaching Visual Literacy in the Primary Classroom. Oxon: David Fulton