Graphic Novels: Beyond Perception and Into the Classroom

Graphic novels. The word alone can bring mixed emotions for both book lovers and educators. However, this tightly bound book of images and storytelling offers a unique opportunity to engage students not only in choice but in rigor.

According to Yildirim (2013), the term graphic novel was initially introduced in 1978 and has come to mean “book-like comics” and “ juxtaposed pictorial and other images intended to convey information and create aesthetic effect on its reader” (p. 118). More recently, there have been discussions over whether or not this term is appropriately applied as graphic novel subject areas are as diverse as their more traditional counterpart. In addition, movie and tv show producers are turning to graphic novels as source materials due to their diversity and popularity. Despite its longevity, history, and favor, graphic novels within the classroom are limited or not used at all. Interestingly enough:

“... there are not many comprehensive studies assessing their impact as teaching tools, the feedback from educators and scholars as to the use of graphic novels in language classrooms is a clear indication of their worth as a pedagogical tool. Many experts in the field suggest that they can be used in classrooms with many different purposes” (p. 119).

Furthermore, Yildirim (2013) elaborates on the need for graphic novels and academia to come together by showing ways colleges and universities in the early 1990s began including courses that covered these works from an artistic lens. Despite these early inclusions, “...many teachers and scholars … argue that graphic novels can only be regarded as a free time activity that must be kept out of the classroom…and [s]ome educators believe that using these non-traditional texts accompanied by images as a teaching tool is no more than a waste of time and energy” (pp. 123-124). So how do we move past potential bias within the classroom and allow graphic novels to take on a new role beyond a “fun reading” opportunity?

Hansen (2012) argues it is “... important for teachers to be aware that not only might some of their students have some misgivings about graphic novels, but teachers’ attitudes toward the form also greatly influence students’ views,”; highlighting comparisons to societal views during the 18th century when similar attitudes were directed at traditional novels and those who read frequently (p. 62). Furthermore, the argument that graphic novel reading is nonacademic or “lazy readership discounts the power and impact of images,” which directly impacts a student's engagement with reading materials, whether intentional or not (p.61).

Hansen (2012) highlights the experience of Jonathan Seyfried. After assigning a book club to students that included graphic novels, he found that “teaching graphic novels provided unexpected payoffs, and he recounts how students sought him out after the class had ended for reading recommendations—and not just for graphic novels” (p. 61).

With this in mind, Yildirim (2013) elaborates on how graphic novels can be used and how it has a place within the curriculum as recent research supports their usage, especially in areas where the students need:

• real and meaningful learning within real-life settings

• experience or growth in creative endeavors

• practice evaluating literature for plot elements and literary elements

• opportunities to engage in digital and written formats

• engage and analyze a variety of multimodal prints

• increase reading capabilities, comprehension, and literacy

• connections between social, historical, cultural, and linguistic components

As researchers continue to explore graphic novels and their usage within the classroom, reflecting on these findings and exploring how to apply them within K-12 classrooms and universities is essential.

References

Hansen, K. S. (2012). In Defense of Graphic Novels. The English Journal, 102(2), 57–63. http://www.jstor.org/stable/23365398

Yildirim, A. H. (2013). Using graphic novels in the classroom. Journal of Language and Literature Education, 2(8), 118–131.