Although the use of comics and graphic novels within
the primary literacy curriculum is seen as controversial, Education Scotland suggests
that attitudes are changing. They argue that despite the controversies, schools
should view using such reading materials as something positive; offering a wide
range of reading experiences and diversity. Correspondingly, DfES (2006) are in
agreement as the Primary National Framework states children should experiment
with reading other types of text. Furthermore, Education Scotland emphasises
strongly that comics and graphic novels ‘enhance rather than undermine reading
skills’.
In supporting this argument is Stafford (2009) who explicitly
states that there is something about the bright bold colours of comics that
intrigues children; admiring the comics ability to engage them with their gripping
stories and characters, thus they should be treated with as much importance as
other modes of text. Contrastingly, Marsh and Millard (2001) argue that some teachers
may still have negative connotations towards using comics and graphic novels as
they have been educated to consider the movement from pictures to words as a
matter of intellectual progression, and therefore are not keen on
re-encouraging children to read stories through pictures as they did when they
were a reading beginner.
In disagreement, it might be argued that instead of
progressing children backwards as suggested earlier, multimodal texts such as
comics and graphic novels can effectively support the progression of children
who may find reading and writing more difficult. The evidence for this
being the results of a study by UKLA (2005), which suggests
that children whose literacy skills were not as high as others, were still able
to construct and read some quite complex narratives in the form of a comic.
Despite the previous statement of teacher’s opinions
towards the use of comics and graphic novels, after conducting research in
schools by encouraging children to recreate multimodal texts, UKLA (2005) found
that teacher’s opinions of using them are changing, and that they are now much
more positive. Firstly, they stated that children’s comprehension and
inferential abilities became more evident, as well as their appreciation for
the layout and visual imagery of multimodal texts. In summary, they believe ‘reading
for inference and analysing authorial intentions can be enhanced by teaching
multimodal texts’ (UKLA, 2005, pp. 34).
Conversely, it may be argued that of all the forms
of popular culture, the comic is the one with the most severe criticisms (Marsh
and Millard, 2001). They state the reason for this being ‘the combination of
cartoon images and racy colloquial language’ which is seen as risky by both
teachers and parents to expose to children in the classroom and at home (Marsh
and Millard, 2001, pp. 2). With taking this into consideration, Stafford (2009)
argues that if the type of comic chosen is appropriate, then it can offer
effective opportunities for learning, for example as the skills required to
write comic scripts are similar to the skills needed to write more familiar texts
such as stories, then it will impact a child’s overall writing ability. In
addition, ‘comic script writing can help children find more effective ways to
translate what they see in their imagination into their writing’ (Stafford,
2009, pp. 128).
In light of this discussion, there are many ways in
which comics and graphic novels can offer opportunities for learning, however
they should be used and considered responsibly to avoid the associated controversies
that surround them.
DfES (2006) PNS Primary Framework for Literacy
[online] at: http://www.educationengland.org.uk/documents/pdfs/2006-primary-national-strategy.pdf (accessed 29/01/14)
Education Scotland. Graphic Novels in The Curriculum
[online] http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp
(accessed 30/01/14)
Millard and Marsh
(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 pp19-23
Stafford, T (2009) ‘Teaching Comics’ in Duncan, D. (2009)
Teaching Children’s Literature: Making stories work in the classroom Abingdon:
Routledge
Anna, I agree with the debate you have made. I also have seen many teachers behave negatively towards the use of comics and graphic novels in schools. Admittedly, I also feel negatively towards them, although I have opened my eyes to their benefits following exploration of them. I do agree with you, comics and graphic novels can be very useful and stimulating in the classroom as long as they are carefully selected and used. I find they are most useful if a template is created and children are allowed to create their own speech; this allows them to become more familiar with the comic layout whilst developing inference skills. It appears, through research, comics and novels can provide meaningful learning experiences in the classroom despite the complications that can be associated with them, as you have raised. I feel it is vital for a teacher to know their class well and effectively tailor their choice of comic and graphic novels to the needs, and age, of the children in the class.
ReplyDeleteI would say that any form of text that gets children reading and engage in schoolwork is a good thing and can only benefit the child in the long run
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