Comics and graphic novels: a chance for opportunity?: Additional points to week 3 blog

Since starting the blog in January, I would like to develop on points made in my week 3 blog entry entitled: ‘Comics and graphic novels: a chance for opportunity?’

When reading back through this entry I noticed that I have stated more arguments against the use of graphic novels and comics in the classroom in compariosn to the benefits. I feel this inaccurately reflects my own opinion, as further reading has made me more aware of the possible benefits of using comics and graphic novels in the classroom. Instead of undermining the values of the classroom, Bearne and Wolstencroft (2007) argue that this wide variety of new multimodal texts, both on-screen and off-screen encourages more reading and writing to take place, contributing to greater every day experiences of literacy.

Contrasting with the arguments stated in the original blog entry highlighting the negative connotations in using such texts in the classroom, Bearne and Wolstencroft (2007) argue that as children grow up in a highly multimodal environment they expect to read pictures as well as print. Thus, in order to be able to properly read and interpret these: ‘resources need to include print and visual texts in a range of forms to support children in their understanding and development’ (Bearne and Wolstencroft, 2007. pp. 22).

Drawing on the point regarding the changing attitudes of teachers towards using such texts in the classroom(UKLA, 2005), Bearne and Wolstencroft (2007, pp. 26) argue that regardless of ‘the range and quality of texts provided, if reading and writing multimodal texts is given low status by adults, similar attitudes are reflected by the children’.  This point implies that the results of using graphic novels and comics in the classroom are what you make from it. Therefore if you are enthusiastic and encouraging towards their use then they will offer ample opportunities opposed to undermining the values of the classroom. In light of this I question whether that is not the same for all reading material? For example if a teacher always stated how much she disliked a certain author of a more ‘traditional’ book, then surely this would influence the opinions of some of the children in that class? This leads to an interesting point in which requires further research.

 

Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing- Multimodal Literacy 5-11. London: Paul Chapman Publishing