Comic books and graphic novels are not necessarily the most
commonly used text during primary school. This could be due to a number of
reasons, one being, there is no explicit requirement for them to be introduced
into the primary curriculum (DfE, 2013).
Millard and Marsh (2001) write about the concerns
surrounding children reading comics and graphic novels, under the subject of
popular culture. The mixture of cartoons and colloquial text leads to adults
seeking for children to read more wholesome and educational texts.
The website, (Comic Book Classroom, 2010) provides resources
and support for the productive use of comics in schools and aids the notion of
comics and graphic novels being ineffective learning tools; the site is valued
to develop a love of learning, increase literacy and celebrate diversity through
the tools of popular culture. Furthermore, UKLA (2005) researched the use of
multimodal texts to help readers appreciate how images and words contribute to
the communication of a text. Paper-based and screen-based texts were used from
foundation stage to year 6, including picture books, comics and graphic novels.
The case studies provided evidence where multimodal texts were steadily
introduced then studied. Learning was linked directly to assessment strands showing
the significance of introducing different text types. Correspondingly, Stafford
(2009) suggests that preparing children for the introduction to comic books is
beneficial to be able to distinguish comics as credible literature. He suggests
by presenting examples of comics and discussions of the children’s knowledge
and awareness so far imbeds that comics are too be taken seriously; the same as
any other text.
Millard and Marsh (2001) conclude with the thought that
schools providing texts such as comics and graphic novels may aid to bridge the
gap between school and home literacy practice’s, taking into account
individuals interests. What is more, Education Scotland (n.d.) put forward that
comics and graphic novels, as popular culture, enhance reading skills rather
than undermine them as well as providing engaged learning. If a child’s
learning can benefit from using comic and graphic novels then why should they
not be available in primary classrooms?
Comic Book Classroom (2010) [online] Available at: <http://www.comicbookclassroom.org/cbc/mission-values-and-vision/>
[Accessed 28th January 2014]
Learning and Teaching Scotland: Graphic Novels
in the Curriculum [online] Available at:
http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp
[Accessed 28th January 2014]
Millard, E.
and Marsh, J. (2001) 'Sending Minnie the Minx Home: comics and reading
choices', Cambridge Journal of Education,
31: 1, 25 — 38
QCA/UKLA (2005) More than words 2: Creating Stories on page and screen. London: QCA pp. 19-23 [online] Available at: http://www.suehorner.com/resources/8_More+than+words+2+$282005$29.pdf [Accessed 28th January 2014]
Stafford, T (2009) ‘Teaching Comics’ in
Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the
classroom Abingdon: Routledge
I also wrote about adults seeking to engage their children with more 'wholesome' texts as there is a notion that pictorial content isn't intellectual enough and 'chapter' books are more challenging. I believe that if adults become more accustomed to their use as an educational tool, comics and graphic novels will be able to prosper in the classroom, as well as at home.
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