Does the use of comics and graphic novels (hard copy/ electronic version) within the primary literacy curriculum undermine the values of the classroom or do they offer opportunity for learning?

The teaching standards sets the requirement for teachers to ‘foster and maintain pupils interest in [all] subjects’ (Modwell, Moore, Wray & Griffiths 2012: 196), and in the contemporary age, where literacy practices are changing, Marsh et al (2001) state that it is ‘imperative schools examine the material that they provide to ensure that the interests of all children are reflected in the texts made available’ to them. Using comics can provide an approach to fostering these interests though it raises much controversy. It is suggested that such texts are deplorable, uncouth and contribute nothing to the development of reading (Marsh et al 2001)conversely, Stafford (2009) states ‘comic books are credible literature and to be treated as seriously as any other text in the classroom’ (Stafford 2009: 120). With diverse issues surrounding the use of comic books in schools, it is vital for teachers to check for suitable content and feel at ease with the content they are exposing to pupils (Stafford 2001).

In their traditional form, there is the misconception that comic books are restricted to the superhero genre, promoting violence, offensive language and over-sexualising women (Stafford 2009 & Millard et al 2001) this comes poses as a drawback to their use in the classroom however, if children’s initial experiences expose them to texts beyond this genre, it makes them aware ‘that any story can be told in this format’ (Stafford 2009). Within the classroom, comic books can be a valuable resource for pupils, due to them providing children with a medium in which to read for pleasure, thus creating a common discourse to enhance children’s shared understanding (Millard et al 2009).

The National Curriculum requires teachers to enable children to ‘read and write for a range of purposes on paper and on screen’ (DfES 1999 cited in Modwell et al 2012: 196), and with technology expanding, it makes the use of comic books a resource that is readily available for use in the classroom however, does the use of such texts challenge the social discourse constructed by teachers (Millard et al 2001)?  

Modwell, J. Moore, G. Wray, D. & Griffiths, V. (2012) Primary English knowledge and understanding. London: Learning Matters

Millard, E. and Marsh, J. (2001) ‘Sending Minnie the Minx Home: comics and reading choices’ in Cambridge Journal of Education, 31 (1) pp.25-38

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