The use of comic books in the classroom and their effect on children has been widely debated for some time. For example, even from 1955 Wertham (1955) states that comic books increase delinquency. However, more recent studies express that comics have some great uses in the classroom (Millard and Marsh 2001; Stafford 2009) and should not be dismissed as an unacceptable genre (Whitehead et al 1977).
Comic books have much value in them and children can gain many skills from studying these texts (Stafford 2009; Dean 2010; Bowkett and Hitchman 2012). Dean (2010) conveys that a range of literacy skills are used whilst reading books. Whilst Stafford (2009) expands this, expressing that children are able to be creative by using a narrative alongside pictures, read images for information, sequence events and infer from the texts. However, Stafford (2009) also states that some comics are not age appropriate and the teacher needs to make decisions as to which they should/should not use in school. Some fantastic teaching strategies can come from comics. Bowkett and Hitchman (2012) discuss many different lessons which could come from reading comics, such as telling a story in panels, comparing beginnings/endings and translate from a comic into a story/paragraph. These lessons are valuable in making children’s experiences broad and exciting, making their education relevant to their home life and interests.
Marsh and Millard (2001) suggest that whilst society and Literacy are changing rapidly, teachers need to be on top of their subject knowledge and continue to try and make lessons exciting and engaging for children by linking to their home life. This is quite daunting to me as a trainee teacher because Literacy, the media, different texts and popular culture are constantly adapting and I need to continuously progress my knowledge of what is current to give the best experience to children. The use of comics also overwhelms me because I have never seen these texts used in schools, however I am willing and enjoy trying new things and using new materials to continue to progress as a teacher.
Bowkett, S & Hitchmand, T. (2012) Using Comic Art to improve Speaking, Reading and Writing Abingdon: David Fulton
Dean, G. ‘Rethinking Literacy’ in Bazalgette, C. (ed.) (2010) Teaching Media in Primary Classrooms London: Sage
Stafford, T. (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom Abingdon: Routledge
Millard, E. and Marsh, J. (2001) ‘Sending Minnie the Minx Home: comics and reading choices’ Combridge Journal of Education 31 (1) pp25-38
Wertham, F. (1955) Seduction of Innocent London: Museum Press
Whitehead, F. Capey, A. Maddren, W. and Wellings, A. (1977) Children and their books The final report of the Schools Council Project on children’s reading habits 10-16 Basingstoke: Macmillan Education
I like your view that the postives far outweight the negatives when it come to this genre of reading and that you have stressed the importance of storytelling within these genres. In think that if teachers like yourself use their discretion with the content within these that hey are going to greatly benefit children's reading ability. These blogs hopefully will hopefully extend this area because I personally feel that this subject is worthy of more than just 300 words.
ReplyDeleteYour point about linking children's learning to their home life, for me is really important. Sometimes it is difficult though if there are children who perhaps don't experience the same as everyone else. For example, as mentioned in a previous seminar, it might be that some parents disagree with the use of comics and therefore don't allow them at home. Whilst using them in class could initially alienate that minority, it could conversely make them feel included when they are then able to use and discuss them with peers in class.
ReplyDeleteI also agree with Katrina, there is so much to be discussed on this topic, particularly about the suitability of certain comics, as someone illustrated with the one they brought to the last seminar.
I agree that comics and graphic novels should not be dismissed as an unacceptable genre and support your view that they can hold many great benefits for children's learning. As you mentioned, teachers need to be cautious in their choice of comic to ensure that content is appropriate and that they support the learning rather than detract and distract from it. This can be easily addressed, and can therefore provide another form of text for the children to encounter and to apply their literacy skills to.
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