The use of comics and graphic novels in the primary literacy
curriculum has been criticized and debated by many researchers (Millard and
Marsh, 2001). However, they are becoming more accepted as a legitimate form of
literature and are therefore, making their way into classrooms, as a tool for
supporting literacy (Edmunds 2006).
Comics and graphic novels can provide opportunities for
supporting children’s literacy development, through their use of sequential
pictures to deliver information (Laylock, 2008). Millard and Marsh (2001) suggest
that the use of images in a text can offer opportunities for learning, by
supporting children in their understanding of the story; therefore, improving
their comprehension skills. This is supported by Tiemensma (2009) who states
that even before a child is ready to read text, sequential art can give them
practice in making meaning from material printed on a page, tracking left to
right and top to bottom, interpreting symbols, and following the sequence of
events in a story. An advantage of this is that children do not need to be able
to decode text to learn and practice comprehension skills (Edmunds 2006). In my
experience in a primary setting, I have observed children reading and using
picture cues to help with their own understanding of the text; which supported
their understanding of the story. Also, due to the layout of the text being
visually stimulating, it provides an excellent opportunity to not only support
comprehension but to teach formal aspects of the medium, such as, panel
composition and dialogue (Stafford, 2009).
Comics and graphic novels can also be used to encourage
children to read by supporting their enjoyment of reading. They are particular
useful in tackling the current issue in regards to boys being reluctant to
read. Moss (1999) suggests that boys enjoy reading comics and graphic novels
because they use visual texts as a way of escaping the hard work in reading a
word heavy text (Moss, 1999). However, an issue of this, which needs to be
addressed and that was raised in our seminar session, is that these may be the
only texts boys enjoy reading and they may not want to read other texts. It is
important that children read other texts, as the National Curriculum (DfEs,
2012) states, that children need to read a broad range of text materials
including fiction and non- fiction. On the other hand, Tiemensma (2009) argues
that one of the first goals in reading development is to promote positive
attitudes towards reading, which is an important factor in the development of
reading habit. Most children, boys and girls, usually enjoy reading
comics and graphic novels for pleasure at home, therefore, using them in the classroom as
a reading tool can help promote positive attitudes to reading, leading to
children wanting to read other materials (Tiemensma: 2009). This implies that
integrating what children like to read at home into the classroom, will promote
an enjoyment of reading, meaning they will be less reluctant to read other
materials.
To conclude, although the use of comics and graphic novels
are not explicitly mentioned in the National Curriculum (DfES,
2013), they are listed as a text in the PNS Literacy Framework (DfES, 2006). However, it is up to the teacher whether they
want to use these types of texts in the classroom. In relation to this, from
looking at research it appears they are a very beneficial tool for supporting
children’s literacy learning and their enjoyment of reading. The School Library
Association (2008) published a list of the top 200 books to get boys and girls
reading and Manga and graphic novels were included.
Bibliography:
Department for
Education (2006) Primary Framework for literacy and mathematics, DFES
Department for Education (2013) National Curriculum in
England: English programmes of study- key stages 1 and 2. London: HMSO
Edmunds, T. (2006). Why should kids read comics? Available:
http://comicsintheclassroom.net/ooedunds2006_08_24.htm.
Millard
and Marsh (2001) 'Sending Minnie the Minx
Home: comics and reading choices' Cambridge
Journal of Education, 31:1, 25 - 38
Moss, G (1999) Boys
and non-fiction: cause or effect?, Literacy today, no 21, p19
Stafford, T (2009) ‘Teaching
Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making
stories work in the classroom Abingdon:Routledge
Tiemensma,
L, (2009) Visual literacy: to comics or
not to comics?: Promoting literacy using comics, World Library and Information
Congress: 75th IFLA General Conference and Council, [ONLINE] Accessed
11/02/2014, Available: http://conference.ifla.org/past/2009/94-tiemensma-en.pdf
After reading your blog, I think that you raise some good points about the use of comics and graphic novels in the classroom. I agree that they help to promote reading especially in boys however I feel that they are often associated with boys and are more targeted at boys. Therefore, it is important that we, as teachers, use comics and graphic novels for both boys and girls in order to make it more inclusive and therefore promote reading for pleasure.
ReplyDeleteI also agree that using comics and graphic novels in the classroom develops children's literacy skills as this is something that is discussed in my blog. I feel that they can be as useful as other books in the classroom and therefore school's should be encouraged to use them more.
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ReplyDeleteIt was also highlighted in my blog post that comics and graphic novels are particularly popular amongst boys, but your point that this may be due to the advertising and subjects being largely geared towards boys is not one that I had considered until now. Exposing both genders to positive examples of comics and graphic novels helps to satisfy the aim of the National Curriculum (DfE, 2013) in encouraging children to read widely across both fiction and non-fiction as it increases pupils’ vocabulary. This is reinforced by Krashen (2004) who also highlights the role of comic books in introducing new, sophisticated vocabulary in an exciting and engaging context.
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