Does the use of comics and graphic novels (hard copy/electronic versions) within the primary literacy curriculum undermine the values of the classroom or do they offer opportunities for learning?
The use of comics and graphic novels in the classroom is not yet a common sight within primary schools. The layout of story boards in such lessons such as literacy or R.E is often seen to assist children with ordering a story, but the use of comic creator websites or apps is still in the early stages. This could be due to the fact that they are not specified in the national curriculum (DfE, 2013) thus overlooked by teachers as a beneficial teaching technique, though on the other hand it does state that children need to be familiar with a wide range of different texts. Another point of view that Burn & Durran (2007) acknowledge, is that teachers may not connect comic books or graphic novels with children’s learning or do not have the knowledge or interest to include them in the classroom.
Millard and Marsh (2001) discuss the possible concerns surrounding children reading and being influenced by the popular culture within comics and graphic novels, though they do go onto say how both comics are graphic novels may be a source to bridge the gap between home and school literacy thus helping to improve reading and make it more enjoyable. Another positive, as pointed out by Stafford (2011) states that the use of comic books can specifically aid the teaching of direct and indirect speech, as well as assisting sequencing skills, thus helping with the writing process.
It has been said that getting children to read is becoming a more difficult process due to the digital age and Dean (2010) suggested that using graphic novels and comics within the classroom can be a popular way to engage children, especially boys in reading. Kress ( 1997) states that pushing the boundaries to new forms of visual literacy has formed a important part of curriculum learning, stressing upon the fact that the use of comics could support the enhancement of learning development and engagement to maintain and enhance current initiatives and interests. These all point positively to the use of comic books and graphic novels with a classroom environment.
Burn, A. & Durran, J. (2007) Media Literacy in Schools: Practice Production and Progression. London: Paul Chapman.
Dean (2010) ‘Rethinking Literacy’ in Bazalgette, C. ‘Teaching Media in Primary Classrooms’ London: SAGE
Millard, E. & Marsh (2001) ‘Sending Minnie the Minx Home: Comics and Reading Choices’ in Cambridge Journal of Education; Vol 31 (1); pp. 25-38. [pdf]
Stafford, T. (2011) Teaching Visual Literacy in the Primary Classroom. Oxon: David Fulton
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