Comics and Graphic Novels

The use of comics and graphic novels in the classroom is a controversial issue encompassing many perspectives. Some of the content can be viewed as undermining literacy (Education Scotland) (online).  Millard and Marsh (2001) contemplate on the use of comics in particular, inviting much disapproval. Censorship and calls for banning have been considered. Millard and Marsh (2001) criticise that comics tend to promote violence and passivity of women. Therefore, the use of comics in the classroom is debatable. This suggests an undermining value as the classroom is viewed as a place for learning and teaching moral issues. It can challenge the moral context with which teachers pride themselves in the classroom (Millard and Marsh, 2001). Leavis (1930), cited in Dean (2010), believed in a hierarchical scale of texts, with some more superior than others, and tried to protect the public from their malevolent influence.

Another issue with comics and graphic novels in the classroom is raised by Leavisite thinking that pictorial content is damaging and not intellectual (Dean, 2010). This is demonstrated by parents wanting their children to progress from picture books to ‘chapter’ books as soon as possible as they believe they are more challenging, unaware of the educational value of pictorial content.  Moreover, there is an unawareness amongst teachers regarding the trend of comics amongst children and few are knowledgeable about the range of graphic novels available (Dean, 2010). Therefore, if parents and teachers become more accustomed to the use of comics and graphic novels, they could be put to great educational use. I have not used comics or graphic novels within my teaching and have not observed their use by experienced teachers.

There are numerous advantages for comics and graphic novels in the classroom to enhance learning, rather than undermine it. Boys are frequently a cause for concern regarding reading behaviour, with the majority reading only or mainly comics at home (Millard and Marsh, 2001). Dean (2010) contemplates that graphic novels are popular with male pupils. Therefore, an increase in reading could be achieved if their reading preferences are brought into the learning environment. Comics contain material concerning children’s cultural lives, enhancing the home-school link (Millard and Marsh, 2001). Comics allow for many educational activities in the classroom, enabling children’s writing to improve regarding writing formats and description (Stafford, 2009), plus reading for pleasure would increase.

Through learning with multimodal texts, children’s comprehension and inferential ability can improve, as was evident within a project conducted by QCA/UKLA (2005). Consequently, it is clear how multimodal texts not only expand reading for pleasure; they also have a purpose within supporting the curriculum (Education Scotland) (online). Although comics are not part of the National Curriculum, the Primary National Strategy (DFES, 2006) states their relevance by including exploration of how writers use language for comic and dramatic effects within Year 5.

In conclusion, there are both advantages and disadvantages for using comics and graphic novels in the classroom. It is not a curriculum element, but there is much evidence to show how they can offer opportunities for learning. It is the implementer’s responsibility to understand the negative aspects and prove how diverse the area of comics and graphic novels can be within education (Education Scotland) (online). It should be noted that children are made aware of their credibility within literature, being treated as seriously as any other text (Stafford, 2009). It is important that teachers use their professional judgement regarding the content available in comics and graphic novels, although, as Brooks (2006) advises, we cannot shelter children completely; we need to equip them.

Bibliography

Brooks, L. (2006) The Story of Childhood: Growing Up in Modern Britain. London: Bloomsbury

Dean, G (2010) ‘Rethinking Literacy’ in Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms. London: Sage

DFES (2006) Primary Framework for literacy and mathematics, DFES

Learning and Teaching Scotland: Graphic Novels in the Curriculum, http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp (accessed 01/02/14)

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

QCA/UKLA (2005) More than words 2: Creating Stories on page and screen. London: QCA

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