How can Graphic novels be used in the curriculum?
Graphic novels are similar to comic books in that they use sequential panels of drawn images to tell a story but are, instead, bound like a regular book. Unlike comic books, however, the stories in graphic novels have more complex plots. It is important to note from the outset that graphic novels can come in fiction or non-fiction text types. Also some libraries choose to call them “graphics” rather than “graphic novels” to be more inclusive of non-fiction. Note too, that Manga (Japanese style graphic novels) are most often found in the traditional Japanese form reading from the back to the front and right to left.
Attitudes towards graphic novels have changed in education. In the past they were somehow seen as undermining literacy. Today they are viewed as an excellent medium to engage students in reading that can promote the goals of traditional literacy.
Attitudes towards graphic novels have changed in education. In the past they were somehow seen as undermining literacy. Today they are viewed as an excellent medium to engage students in reading that can promote the goals of traditional literacy.
The exciting visual medium of graphic novels appeals to a diverse range of students including reluctant readers and those who struggle with large sections of text. For these students the graphic panels act as visual aids to help students make meaning from the text. This medium can also pull in those capable readers who are simply not interested in reading. Graphic novels can help promote healthy reading habits in these students and, most importantly, help them identify as capable and enthusiastic readers.
Increasingly, scholars and teachers realise that in a media-dominated society, traditional literacy is no longer enough. Engagement with graphic novels can address not only traditional literacy but also information, visual, and media literacies. Likewise, the use of graphic novels is an appealing way for students to develop critical thinking skills through analysis of literary conventions, character development, dialogue and language structures.
Increasingly, scholars and teachers realise that in a media-dominated society, traditional literacy is no longer enough. Engagement with graphic novels can address not only traditional literacy but also information, visual, and media literacies. Likewise, the use of graphic novels is an appealing way for students to develop critical thinking skills through analysis of literary conventions, character development, dialogue and language structures.
The flexibility of the graphic novel medium means that complex stories or difficult ideas can be addressed in a simplified ways. An example of this is Maus by Art Spiegelman. This graphic novel explores the terrifying reality of the Holocaust by representing Jews as mice, Germans as cats and Americans as dogs. This widely acclaimed work was the first graphic novel to win a Pulitzer Prize.
Likewise, many Shakespearean texts are available in the graphic novel form and prove an invaluable study aid. By using contemporary English, they assist students who struggle with understanding Shakespearean English. Additionally, the graphics panels show the reader exactly what is happening scene by scene and aids the understanding of the plot and characters.
Happy reading!
Ms Costello
Teacher Librarian
Further Reading
Carter, J. B. (2007). Building literacy connections with graphic novels: Page by page, panel by panel. NCTE, Urbana, IL.
Gorman, M. (2003). Getting graphic! : Using graphic novels to promote literacy with preteens and teens. Linworth Publishing.
Gonzalez, J. (2016). Graphic Novels in the Classroom: A Teacher Roundtable. Cult of Pedagogy. Retrieved from http://www.cultofpedagogy.com/teaching-graphic-novels/
Schwarz, G. E. (2002). Graphic novels for multiple literacies. Journal of Adolescent & Adult Literacy, 46(3), 262.
Likewise, many Shakespearean texts are available in the graphic novel form and prove an invaluable study aid. By using contemporary English, they assist students who struggle with understanding Shakespearean English. Additionally, the graphics panels show the reader exactly what is happening scene by scene and aids the understanding of the plot and characters.
Happy reading!
Ms Costello
Teacher Librarian
Further Reading
Carter, J. B. (2007). Building literacy connections with graphic novels: Page by page, panel by panel. NCTE, Urbana, IL.
Gorman, M. (2003). Getting graphic! : Using graphic novels to promote literacy with preteens and teens. Linworth Publishing.
Gonzalez, J. (2016). Graphic Novels in the Classroom: A Teacher Roundtable. Cult of Pedagogy. Retrieved from http://www.cultofpedagogy.com/teaching-graphic-novels/
Schwarz, G. E. (2002). Graphic novels for multiple literacies. Journal of Adolescent & Adult Literacy, 46(3), 262.
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