Should comics and graphic novels be used in the classroom?

In the past, there was an assumption that comics and graphic novels held no literacy merit; some researchers still believe this today but others have highlighted their powers in the literacy classroom (Travis, online; Stafford, 2009; Millard and Marsh, 2001; and Wertham, 1955).

It can be difficult to find comics and graphic novels suitable for children. Most comics are not targeted at the primary age as they contain artwork and language seen as unsuitable (Stafford, 2009; Millard and Marsh, 2001; and Wertham, 1955). As they often depict acts of violence it is important that teachers check them beforehand; some comic publishers also provide guidance in selecting material (Stafford, 2009; Millard and Marsh, 200; and Marvel, online).

The National Curriculum explains inclusion is important for all pupils and teachers must take account of their duties under equal opportunities (DfE, 2013). It is claimed that comics are mostly associated with males (Stafford, 2009; and UKLA, 2007). Therefore, it is argued that comics may undermine the value of inclusion within the classroom. However, there are unisex comics and comics available for girls (Booktrust, 2011; Booktrust, online; and Stafford, 2009).  Comics and graphic novels are more likely to be ‘popular culture’ for boys though (Travis, online). There is currently a government focus on developing reading for pleasure (DfE, 2013) but the reading preferences of children differs to the materials schools provide and recommend (Worthy, Moorman and Turner, 1999). Comics and Graphic novels have been popular in Britain since the 1930s and are a part of most children’s, especially boys, popular culture. As a result, comics and graphic novels are ideal for inspiring reading for pleasure so should be available in primary schools (Booktrust, 2011; and Travis, online).

Comics and graphic novels can be used to support learning (Booktrust, 2011). Dialogue could be removed from the page and children could be asked to think about what the characters are saying and why (Stafford, 2009).  This approach, already used within traditional literacy lessons, is the cloze strategy. A cloze procedure involves the deletion of words from a text; children then have to use semantic, pictorial and grammatical cues to fill in the gaps (Winch and Holliday, 2010; Graham and Kelly, 2003).  As children enjoy working with comics it could promote deep discussion and a variety of learning activities; something seen as important for learning in the National Curriculum (DfE, 2013; Bowkett and Hitchman, 2012; and Booktrust, 2011).

To conclude, the new National Curriculum (DfE, 2013) has a strong focus on children reading widely and often but does not comment on whether comics and graphic novels should or should not be included. This links to the importance of having a “broad and language-rich curriculum,” (Rose, 2006: 16) within primary schools today; therefore suitable comics and graphic novels could be used alongside traditional texts to develop reading widely within literacy (Winch and Holliday, 2010). Comics and graphic novels can be used to explore a range of genres showing their importance of wide reading in this ‘broad curriculum’ (Booktrust, 2011).

Bibliography:

Booktrust. (online) Comics and Graphic Novels. Available at: http://www.booktrust.org.uk/books/children/comics-and-graphic-novels/ Last accessed: 31/01/14.

Booktrust. (2011) Graphic Novels in the Classroom. London: Booktrust.

DFE.( 2013) The National Curriculum. In Scholastic (Ed.) The National Curriculum in England: Handbook for Primary Teachers Key Stages 1 & 2. Oxfordshire: Scholastic.

Graham, J., and Kelly, A. (2003) Reading Under Control. Abingdon. Routledge.

Marvel (online) Marvel Kids. Available at: http://marvelkids.marvel.com/ Last accessed: 30/01/14.

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

Rose, J. (2006) Independent Review of the Teaching of Early Reading. (The Rose Report). London: DfES.

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

Travis, M (online) Extending Story Boundaries. Available at: http://www.booktrust.org.uk/books/teenagers/graphic-novels/grahic-novels-extending-story-boundaries/ Last accessed: 31/01/14.

UKLA (2007) Reading on Screen. Available at: http://www.ukla.org/publications/view/reading_on_screen_research_report/  Last accessed: 31/01/2014.

Wertham, F. (1955) Seduction of the Innocent. In Millard and Marsh (2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal of Education, 31:1, 25 - 38.

Winch, G., and Holliday, M. (2010) In Winch, G., Johnston, R., March, P., Ljungdahl, L. and Holliday, M. (Eds) Literacy: Reading, Writing and Children's Literature. Melbourne: Oxford University Press.

Worthy, J., Moorman, M., and Turner, M. (1999) What Johnny likes to read is hard to find in school. Reading Research Quarterly, 34. Pp 12-27.