The use of comic books in the classroom is not a new phenomenon. Teachers have been using them as literacy tools as early as the 1940’s (Carter, 2009). Newspaper comics were popular as they were free and easily accessible. Today, teachers continue to use the simple comic book and are now able to venture into the realm of the graphic novel to connect to curriculum standards.
Teachers from yesterday and today find that comic book formats engage students in the act of reading because of the pairing of words and images. Students learn phonetic and comprehension skills because they are engaged in what they are looking at. With improved reading skills comes improved grammar and vocabulary skills, which can be seen in student writing and discussions across the curriculum.
The comic, or graphic novel, opens doors for reluctant readers and provides a forum for curriculum connections to be made with students at all levels of learning. A research from Hughes et al (2011) noted that reluctant readers in grade 11 engaged dramatically in English classes using graphic novel creation. Research has also shown that comic book and graphic novel readers have a tendency to read more varied texts and that this form of reading often acts as a gateway to both more reading and more varied reading. (Krashen, 2004 as cited in Carter, 2009)
The use of graphic novels and comic books in the classroom has had success with English Language learners and special needs students as well (Avigan, 2012). These students find entrance points in this genre that open doors for their learning through the use of images and visuals that are connected to simple wording.
As students become more proficient readers, skills connected to tolerance and understanding of given topics are learned and fostered. As these skills are being acquired, greater conversations in the classroom begin to grow and knowledge building amongst peers occurs. A bridge is made to span the gap between school and home as conversations that begin in the classroom continue outside the classroom walls.
Comic and graphic novel formats provide literacy benefits. They assist with the acquisition of skills in both visual and multi literacy. In the graphic novel format, visual, textual and spatial elements work together to fit into the definition of new media. This format calls on student’s inference skills to make sense of what they are reading. Visual literacy is the “complex act of meaning-making using still or moving images.” (Frey and Fisher 2008 as sited in Syma & Weiner,2013).
The New London Group (1996 ) views students as designers in their framework of multi literacy. In graphic novel creation, the students have to be concise, summarizing and arranging their stories into panels. By creating sound affects and gestures, they give deeper meaning to the narrative.
Whatever your reason for choosing to use this reading genre in the classroom, they are all reason enough to try them.
Teachers from yesterday and today find that comic book formats engage students in the act of reading because of the pairing of words and images. Students learn phonetic and comprehension skills because they are engaged in what they are looking at. With improved reading skills comes improved grammar and vocabulary skills, which can be seen in student writing and discussions across the curriculum.
The comic, or graphic novel, opens doors for reluctant readers and provides a forum for curriculum connections to be made with students at all levels of learning. A research from Hughes et al (2011) noted that reluctant readers in grade 11 engaged dramatically in English classes using graphic novel creation. Research has also shown that comic book and graphic novel readers have a tendency to read more varied texts and that this form of reading often acts as a gateway to both more reading and more varied reading. (Krashen, 2004 as cited in Carter, 2009)
The use of graphic novels and comic books in the classroom has had success with English Language learners and special needs students as well (Avigan, 2012). These students find entrance points in this genre that open doors for their learning through the use of images and visuals that are connected to simple wording.
As students become more proficient readers, skills connected to tolerance and understanding of given topics are learned and fostered. As these skills are being acquired, greater conversations in the classroom begin to grow and knowledge building amongst peers occurs. A bridge is made to span the gap between school and home as conversations that begin in the classroom continue outside the classroom walls.
Comic and graphic novel formats provide literacy benefits. They assist with the acquisition of skills in both visual and multi literacy. In the graphic novel format, visual, textual and spatial elements work together to fit into the definition of new media. This format calls on student’s inference skills to make sense of what they are reading. Visual literacy is the “complex act of meaning-making using still or moving images.” (Frey and Fisher 2008 as sited in Syma & Weiner,2013).
The New London Group (1996 ) views students as designers in their framework of multi literacy. In graphic novel creation, the students have to be concise, summarizing and arranging their stories into panels. By creating sound affects and gestures, they give deeper meaning to the narrative.
Whatever your reason for choosing to use this reading genre in the classroom, they are all reason enough to try them.