Blog 3: The use of 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?

There is a debate of whether including comic books and graphic novels  into the primary literacy curriculum would be beneficial to children. For some children, having frequent access to comics is easier and more appealing than books as they include popular culture that they are used to and are presented in a more appealing way. Millard & Marsh (2001) suggest that through the use of comics, teachers are presenting an alternative link into literacy for those children who may have not seen a book before. Additionally, Millard & Marsh (2001) state that it is imperative for educators to explore the gap and find ways of building bridges between school and home literacy practices. Therefore, including certain aspects of popular culture, such as comics, allow children to see the link between home and school learning.

There are a number of benefits to incorporating comics and graphic novels into the classroom. Children could analyse one of the pages and discuss or write down their observations. Stafford (2009) states that this activity encourages children to link information together into a story. Graphic novels in particular can encourage children to recognise the format and layout of a story. Additionally, Stafford (2009) suggests that the use of comics and graphic novels give children the opportunity to write in new formats and develop their descriptive writing skills. According to Medwell, Moore, Wray and Griffith (2012), the use of electronic texts can also benefit children as it requires them to read in a more interactive way and at the same time develop their ICT skills.

On the other hand, Stafford (2009) states that the most important factor to consider when using comics or graphic novels in the classroom is the suitability of content. As teachers it is going to be up to us to approve what is appropriate for children within the classroom. However, a comic that contains Barbie may be considered suitable at home by the parents as it engages their children, but teachers might find it inappropriate to use as she could be seen as a bad role model for children. Therefore, there could be a further debate over what is deemed appropriate for children.

 

Medwell, J. Moore G. Wray, D. Griffith, V. (2012) Primary English Knowledge and Understanding. 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