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A Novel Approach: Using Graphic Novels to Attract Reluctant Readers and Promote Literacy
Abstract
Adding graphic novels to a school's library collection is an effective way to foster students' love reading. Graphic novels can also help improve language and literacy development, including second language learners, the illustrations provide valuable contextual clues to the meaning of the written narrative.
... For many struggling readers, "the limited amount of text [allows] students to read and respond to complex messages with text that better matched their reading levels" (Frey and Fisher, 2004, p.20). Also, the pictures provide contextual clues to help young readers and providing students with a diversity of reading materials helps to engage them into lifelong reading (Crawford, 2004). The graphic novel format scaffolds writing instruction into writing techniques such as dialogue and mood while providing a medium for students to be "more knowledgeable consumers of ideas and information" (Frey and Fisher, 2004, p.24) through using the graphic novel format to present content. ...
... The change in the comic/graphic novel industry from sales of comics to school libraries and libraries to increase from $1million in 2001 to $30 million in 2007 (Hudson, 2008) is a result of the mainstream acceptance of comics to be a representative of the different literacies people have. Various studies (Boatright, 2010;Crawford, 2004;Lavin, 1998;Norton, 2003;Schwartz, 2002;G. L.Yang, 2008) have demonstrated the impact of using comic books in the classroom to engage reluctant readers, struggling readers, ESL readers, and young readers. ...
... Outside academe, elementary and secondary educators, as well as public and school librarians, credit graphic novels with motivating so-called 'reluctant' readers (e.g. Crawford, 2004;Simmons, 2003;Snowball, 2005) and supporting students who struggle with literacy as it is traditionally conceived (e.g. Bitz, 2004;Frey and Fisher, 2004). ...
... Graphic novels are alternatively said to motivate so-called 'reluctant' readers (e.g. Crawford, 2004;Simmons, 2003;Snowball, 2005), support English language learners (e.g. Chun, 2009), and support students who struggle with literacy as it is traditionally conceived (e.g. ...
Despite the interest that literacy educators in the United States have expressed in graphic novels as a pedagogical tool, few empirical studies have asked how readers interact with their multimodal design to interpret them. To account for a gap in the literature, this case study asked how six high school students read and talked about four graphic novels in the context of a voluntary after-school reading group. In doing so, it sought to identify semiotic resources the students drew on as readers, and understand how they used them to construct literary meaning. Contrary to arguments that have traditionally characterized works written in the medium of comics as rendering readers passive, the findings indicate that the participants actively drew on an available visual and linguistic design to construct meaning and interpret the graphic novels they read.
... Graphica has been shown to appeal to both genders and to students from diverse backgrounds and cultures (Thompson 2008). Although many individuals have written about how graphic novels engage and motivate reluctant readers (Crawford 2004;Foster 2004;Lyga 2006;Schwarz 2006), both Brenner (2006) and Carter (2009) emphasise that graphic novels are for readers of all ability levels and ages. Christensen (2006) and Lyga assert that graphic novels have the potential to aid readers with visualisation and assist those readers who may have limited language proficiency. ...
... Seyfried (2008, 47), who also worked with middle grades students, noted how the students participating in a 'Graphic Novel Book Group' learned that 'rereading and slow reading support close observation, a necessary skill of visual literacy'. According to some researchers and practitioners, graphic novels develop critical thinking and comprehension skills (Carter 2007;Edwards 2009;Jacobs 2007;Lyga 2006;Schwarz 2006); teach readers about literary techniques, terms and elements (Baird and Jackson 2007;Bucher and Manning 2004;Carter 2007;Esquivel 2006;Foster 2004;Schwarz 2002); foster the development of multiple literacy skills (Bucher and Manning 2004;Crawford 2004;Hassett and Schieble 2007;Jacobs 2007;Lyga 2006;Schwarz 2002Schwarz , 2006Schwartz and Rubinstein-Avila Education 3-13 3 2006); and provide opportunities for media literacy education (Carter 2007;Schwarz 2007). Further, the diverse range of topics and issues explored in graphic novels make them appropriate for teaching topics in various curricular areas (Christensen 2006;Schwarz 2002) and for interdisciplinary use across the curriculum (Esquivel 2006). ...
This article focuses on the graphic novel produced by a 12-year-old student who participated in a multifaceted study that provided her with opportunities to engage with multimodal texts. An ecological perspective on teaching and learning framed the classroom-based research that explored how developing students' knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and the subsequent creation of their own print multimodal texts. During a 10-week period, 25 Grade 7 students participated in interdependent reading, writing and oral activities that offered them opportunities to learn about metafictive devices, some art elements and a few compositional principles of graphic novels. For the culminating activity of the study, the students created their own multimodal print texts. The in-depth analysis of one student's graphic novel reveals how her participation and engagement in a particular classroom community of practice affected her learning of the content and concepts under study.
... Students find visual narratives engaging and enjoyable as an educational resource (Adnan et al., 2019;Aleixo & Norris, 2010;Farinella, 2018). Additionally, visual narratives are viewed as accessible supporting resources for students who require additional literacy assistance (Crawford, 2004;Frey & Fisher, 2008;Schwarz, 2006), which can help to broaden the number and type of students with varied learning styles who are able to engage with the content. However, the increased engagement and enjoyment of visual narratives do not necessarily translate to improved knowledge gains or achievement of learning outcomes and are believed to be biased by a novelty effect, whereby the novelty of the resource alone (i.e., novelty bias) is the source of increased enjoyment (Caldwell, 2012;Farinella, 2018;Hosler & Boomer, 2011;Tatalovic, 2009). ...
Engaging youth in early and sustained conservation education has important implications for promoting positive attitudes and behaviors in those who will become the future of conservation and management. Toward this goal, visual narratives (comic books, graphic novels) are an increasingly popular method used by conservation scientists to educate young people due to their approachable use of art and narrative storytelling. However, no studies have directly assessed how visual narratives compare with more traditional forms of conservation education for youth. We asked, how does education about biodiversity through visual narrative affect student perceptions and knowledge of science content relative to a traditional resource, and is there a novelty effect when using visual narrative versus traditional resources? To assess our questions, we utilized a semistructured approach to develop a biodiversity education program. Specifically, we developed an original graphic novel (visual narrative treatment) and a slideshow presentation (traditional treatment) with the same content to educate children about wetland biodiversity. We recruited, trained, and randomized 26 third‐grade teachers to deliver either the visual narrative or traditional resource in their classrooms. Students completed pretest, posttest, and follow‐up surveys assessing their perceptions of science and knowledge of the lesson content. Students in the visual narrative treatment held more positive perceptions of science (by 3.79%, p = 0.001), whereas students in the traditional treatment performed better on content quizzes (by 7.97%, p = 0.002). We found evidence for a novelty bias when using the visual narrative but not the traditional resource. These findings point to the importance of understanding the target audience and clearly defining educational goals. Overall, our results contribute to broader understanding of the relative benefits and limitations of conservation education through nontraditional means and of practices for successfully delivering effective, accessible, and rewarding conservation education to educators and youth.
... The language of these novels is relatively simple, as they use fewer words than conventional printed texts, and are therefore more accessible to beginners or those with reading difficulties; their format supports these readers by interweaving words and images. The images themselves provide accurate information that is immediately understood with no need to make an effort to decipher codes like letters and letter combinations (Crawford, 2004;Griffith, 2010;Ranker, 2007;Trong-Hansen, 2012). Other researchers investigate the influence of graphic novels on the understanding of historical and social situations, as well as of conflicts between societies and cultures when of studying social sciences. ...
This article discusses teachers’ experience of reading a graphic novel for adults. Graphic novels have been increasingly integrated in education systems recently, hence the importance of analyzing the experience of the teachers responsible for mediating those texts for their students. The participants were 48 teachers, most of them for language arts, studying for a graduate degree in Israeli colleges. The research question was: What characterizes the teachers’ acquaintance with graphic novels and their response to the genre? The data were collected from a questionnaire completed after reading opening pages of a graphic novel, which included both closed and open-ended questions. The quantitative data were analyzed using descriptive statistics, and the qualitative data using thematic analysis. The participants attested to shallow familiarity with the genre. While enjoying the encounter with it, many confessed to a difficulty reading due to cognitive overload caused by an excess of verbal, visual, graphic and spatial elements and the difficulty integrating them. The findings thus suggest a need for teachers to study the language of graphic novels and gain experience reading them before they feel comfortable teaching them in class.
... In this context, when themes related to the cognitive and affective dimensions of educational comics are investigated, themes emerging in the research include educational comics giving lessons a flowing or absorbing quality, making abstract concepts concrete, resolving misconceptions, and increasing academic achievement in the cognitive dimension (Haugaard, 1973;İlhan & Oruç, 2019;Koenke, 1981). When themes related to the affective dimension are investigated, they include educational comics that increase motivation, ensure lessons are operated in an enjoyable fashion, trigger curiosity, and develop imagination (Crawford, 2004;Hutchinson, 1949;Topkaya, 2016b). ...
The aim of the study is to assess educational comics in the context of meta-analytic and meta-thematic analysis. Within the scope of meta-analysis, studies on educational comics from 2005 to 2021 were obtained from different databases. The effect size of educational comics studies on achievement was medium (g=0.71), and on attitudes was also medium (g=0.70), with educational comics in favor of academic achievement and attitude points. Moderator analyses were conducted in the meta-analytic process, and it is aimed to address the status of educational comic activity in terms of teaching levels, application process, subject matter domains and sample sizes. The reliability of meta-analysis process was considered and the operations in the meta-analysis process were completed at reliable levels. For the meta-thematic aspect, national and international studies with qualitative dimensions were reached. Despite some minor flaws of the comic, it has been seen that it has positive effects on academic achievement, attitude, and cognitive and affective dimensions of students. These emerging data were combined in two directions, and it was ensured that the study reached a general conclusion. It is thought that performing both meta-analysis and meta-thematic analysis with different data sources contributes to the scope and reliability of the research.
... Çocuklar çizgi romanlardaki sembolizmi öğrendiğinde, boş zamanlarında eğlenmek için bunu kullanabilir (Hallenbeck, 1976). Çizgi romanların öğrenme güçlüğü çeken özel gereksinimli öğrencilerin okuma motivasyonu ve başarısında, isteksiz okuyucuların ilgisini çekmede olumlu etkileri bulunmaktadır (Crawford, 2004;Gavigan 2011 Pek çok eğitimci, hem dilsel hem de görüntü sistemlerini kullanarak belirli bir konunun daha iyi anlaşılmasını kolaylaştırmak için çizgi romanlardan yararlanır (Liu, 2004). Çizgi romanlar hem bilişsel alanın vazgeçilmez unsuru olan zihinsel süreçleri geliştirir hem de duygu alanının önemli bir unsuru olan öğrencilerde estetik hazzı geliştirir (Akkaya, 2013 (Manno, 2014). ...
The aim of this study is to examine the effects of educational comics on the mathematics motivations, achievements and permanence of knowledge of 6th grade students in the field of algebra sub-learning. In the study, quasi-experimental design with pre-test post-test control group was used within the scope of quantitative methodology. In this direction, the study was conducted with 6th grade students studying in a secondary school affiliated to the Ministry of National Education in Kars province Kağızman in the spring term of the 2021-2022 academic year. The universe of the research consists of 142 people and the sample consists of 92 people. "Mathematics Motivation Scale" and "Algebra Achievement Test" was used to collect data in the study. Instruction was carried out with educational comics prepared by the researchers in the experimental group; In the control group, it was carried out as designed by the researcher without any intervention. The application continued for four weeks. At the end of the application, post-tests were applied to the experimental and control groups. Three months after the experimental procedure, the algebra achievement test was reapplied as a permanence test and the study was terminated. The collected quantitative data were analyzed with paired and independent samples t-test. In line with the data obtained, it was observed that there was a significant difference in favor of the experimental group between the pre motivation-post-motivation, pre achievement-post achievement and permanence scores of the students in the experimental and control groups. In this direction, the use of educational comics in the teaching of algebra has had a positive effect on increasing the motivation of students, their success and ensuring the permanence of knowledge.
... Depuis le début des années 2000, plusieurs études se sont intéressées aux bénéfices de l'inclusion du roman graphique dans la scolarité (e.g., Carter, 2007a ;Frey & Fisher, 2004 ;Jaffe & Hurwich, 2019 ;Maughan, 2016) et particulièrement chez les lecteurs en difficulté ou démotivés (Crawford, 2004 ;Hughes, King, Perkins, & Fuke, 2011). En effet, les lecteurs actuels doivent pouvoir traiter des sources telles que les journaux, magazines et médias digitaux qui combinent à la fois des informations visuelles et textuelles (Schwarz, 2002(Schwarz, , 2006. ...
(FR) Selon les résultats de l’enquête du Programme International pour le Suivi des Acquis des élèves (PISA) de 2018, un élève de 15 ans sur quatre est considéré comme un lecteur peu performant. La génération d’inférences joue un rôle majeur parmi les processus de compréhension en lecture et représente une source potentielle de difficultés. Il n’est donc pas étonnant d’observer un développement important d’interventions ciblées sur cette compétence. Leurs effets pourraient néanmoins être partiellement médiés par la motivation à lire. En conséquence, quelle que soit la nature des interventions, si les adolescents ne sont pas motivés à s’y engager, celles-ci n’auront probablement que peu d’effet durable. Cependant, la motivation à lire est rarement considérée dans l’élaboration de ces interventions. Nous discutons donc de la pertinence d’un outil prometteur, qui pourrait à la fois soutenir l’entraînement des compétences de compréhension en lecture et favoriser la motivation à lire des adolescents : le roman graphique.
(EN) According to the results of the 2018 Programme for International Student Assessment (PISA) survey, one in four 15-year-old students is considered a low-performing reader. Inference generation plays a major role in reading comprehension and represents a potential source of difficulties. It is therefore not surprising to observe a significant development of interventions targeted at this skill. However, their effects could be partly mediated by reading motivation. Therefore, whatever the nature of the interventions, if adolescents are not motivated to engage in them, they are likely to have little lasting effect. Nevertheless, reading motivation is rarely considered in the development of these interventions. Thus, we discuss the relevance of a promising tool, which could both support the training of reading comprehension skills and foster reading motivation in adolescents: the graphic novel.
... The graphic novel satisfies this need (McTaggart, 2008). One of the most significant reasons for using graphic novel is also the development of visual literacy (Crawford 2004;Goodson et al., 2002). If the students and pupils are not capable of understanding and interpreting an image's message, they could become a victim of false information or bullying. ...
... The form's visual/verbal nature, the radical fragmentation of the page and the nonstandard use of language were often adduced as evidence of its preliterate quality. This Among the more commonly cited reasons for using graphic novels in academic circles is their popularity with adolescents (Hughes-Hassell & Rodge, 2007), their ability to motivate "reluctant" readers (Crawford, 2004;Snowball, 2005), and their value as a tool for supporting students who struggle with reading and writing (Bitz, 2004;Frey & Fisher, 2004). Others regard them as a bridge to more traditional forms of literature (Weiner, 2004), while still others advocate using graphic novels to teach visual literacy (Frey & Fisher, 2008;Gillenwater, 2009). ...
... Для многих исследователей очевидны преимущества использования комиксов в классе, независимо от учебной дисциплины. Наиболее важными считаются: повышение мотивации учащихся (Crawford, 2004), более высокая доступность к пониманию материала (Hosler & Boomer, 2011), развитие воображения учащихся (Rozkosz & Wiorogórska, 2016), активное вовлечение учащихся в учебный процесс (Dalacosta, Kamariotaki-Paparrigopoulou, Palyvos, & Spyrellis, 2009), игровой компонент (Assad, 2017), развитие навыков чтения, письма, говорения, аудирования (Ranker, 2008;Short& Reeves, 2009;Vassilikopoulou, Retalis, Nezi, & Boloudakis, 2011) и другие. ...
The paper claims comics to be efficient multimodal tools in teaching students of English not only grammar and vocabulary but also some communication skills, social and language norms of conducting a conversation. Being entertaining and having the multimodal potential that results in a strong effect on the recipients’ responsiveness, comics highly motivate students to integrate in education process and make learning fun for teachers and children alike.The authors aim at presenting an algorithm of teaching English and conversation skills by means of comics design teaching passing through the following stages: introducing the communicative situation, learning cultural data (linguistic and extralinguistic) and a conversation pattern (social rules for opening, developing and closing a conversation), imitating the conversation, working with grammar patterns and speech clichés, reproducing the conversation following the pictures, and, finally, acting it out. Comics vividly demonstrate facial expressions and gestures of the characters that are crucial in communicating certain ideas in a multisemiotic way either accompanying speech or performing on their own.The authors present the results of the experimental teaching to nine/ ten-year old children in a secondary school in Russia which prove comics to be functional, well-structured tools for acquiring grammar, lexis and communication skills by young learners of English.
... Graphic novels have helped motivate 'reluctant' readers (e.g. Crawford, 2004;Simmons, 2003;Snowball, 2005), support English language learners (e.g. Chun, 2009), and aid students who struggle with literacy as it is traditionally conceived (e.g. ...
... Graphic novels have helped motivate 'reluctant' readers (e.g. Crawford, 2004;Simmons, 2003;Snowball, 2005), support English language learners (e.g. Chun, 2009), and aid students who struggle with literacy as it is traditionally conceived (e.g. ...
... Carter (2007) reported that graphic novels transform the classroom by allowing students to navigate complex social issues. Graphic novels motivate and engage reluctant readers (Brenna, 2013;Crawford, 2004;Schwarz, 2007). For emerging bilingual students, graphic novels connect to their experiences and background (Danzak, 2011;Norton, 2003) and help them visualize text (Lyga, 2006). ...
This article examines students’ identities in teacher–student interactions during an eight-week comic unit within a fourth-grade literacy classroom. Though researchers have increasingly studied how teachers incorporated graphic novels and comics into the school literacy curriculum, few have documented the social interactions that students’ multimodal composing is embedded in. Using microethnographic discourse analysis, we traced the identity work of two case studies at different reading levels during whole-class discussions and writing conferences and how their teacher supported their positive identity development through discourse moves. In this article, we show that the teacher’s dialogic approach to teaching provided both students with opportunities to position themselves and be positioned as expert and comic author. We encourage educators to use multimodal literacy to create a supportive learning environment that transforms verbocentric school literacy and students’ identities.
... Reading graphic novels has a significant impact on language learners (Crawford, 2004). James (2016) claimed that if teachers considered 2comics as a worthless teaching aid, they could not reach their expected effectiveness. ...
Saudi EFL learners struggle to read English and encounter obstacles that prevent improvement. Recently, graphic novels were introduced as alternative teaching and learning materials in academic settings. Nevertheless, research in this area remains limited. Therefore, this study examines the effect of reading a graphic novel on reading comprehension and investigates the perceptions of EFL teachers and students regarding the deployment of graphic novels in their classrooms. Sixty-six intermediate school students were divided into experimental and control groups. After the reading sessions, both groups completed reading comprehension tests. Results revealed that reading graphic novels positively affects reading comprehension as the experimental group achieved superior results to the control group. Both EFL teachers and students believe that graphic novels help in improving reading skills. The study concludes by discussing related implications.
... Moreover with whatCary (2004) pointed out, it contributes to the four perspectives of intrinsic motivation which are competence, curiosity, autonomy, and internalized motivation. And asJohnson (2016) inferred, struggling readers would blossom if they have materials that is so interesting that they can't resist reading it or compels them to forget they are actually reading.For this reason,Crawford (2004) suggested that graphic novels is an invaluable tool for motivating reluctant readers. Moreover, as highlighted, visual presentation -graphics, may be incorporated in the teaching of literature to extensively enhance literary text comprehensionPart V. Comparison of Posttest Reading Comprehension Results ...
It is a challenge for practicing language teachers to search for or to create a contextualized reading intervention material that can motivate students to read as they develop their English reading comprehension skill. Thus, conception, development and application of the contextualized graphic novel, “The Orphans, the Dog and the Enchanted Pot” were proposed. Within the framework of this quasi- experimental research, effectiveness of novel was examined and established. Thirty (30) respondents from grade 7 Anthurium students of Lamao Nation High School in S.Y. 2016-2017 formed the experimental and comparison groups. Sample size was carefully matched and paired in terms of sex, age and General Weighted Average (GWA).
Pretest was conducted to measure the respondents’ initial reading comprehension level, then, the novel was distributed to experimental group. They were instructed to read it for four (4) weeks or twenty- eight (28) days on their own free time whether in school during weekdays or at the comfort of their homes. On the other hand, the comparison group was not exposed to contextualized graphic novel but on other materials of their choice. After the experimental period expired, posttest was directed.
Outcomes provided statistical evidences that contextualized graphic novel supported development of English reading comprehension: First, it was marked that the experimental group marked with higher posttest result than comparison group after the experimental period. Second, experimental group’s posttest reading comprehension result confirmed that there was a gradual increase on the basis of their pretest result while comparison group’s posttest result decreased in reference to their pretest result. Lastly, it was determined through the comparison of pretest and posttest results, gradual development was manifested through experimental group’s initial comprehension level as frustrated readers to instructional readers after the exposure. The study concluded that the effectiveness of contextualized graphic novel as a reading intervention was partially upheld.
... 3 Graphic novels are particularly suitable for struggling readers because much of the decoding of the story occurs in the pictures helping to put the words into context. 4 Conversely, writing graphic novels opens a universe of expression when dealing with reluctant writers and readers. Graphic novels are a meeting place for words and images. ...
... Indeed, as it became clear to me, stereotypes about comics still exist as to their being unsuited for advanced readers desiring to investigate complicated topics (Hoover, 2012;Richardson, 2017), while other readers prefer "traditional" print novels to graphic novels, since they enjoy formulating the plot in their mind while relying on the author's language for the backdrop (see Frey & Fisher, 2013). Yet, having an established literary merit and cultural significance, graphic novels as a genre can play a lifelong role in students' reading practices (Crawford, 2004), providing concepts and patterns that readers might not encounter otherwise and promoting transitions to more print-oriented texts (Gallo & Weiner, 2004;Gravett, 2005;Schwarz, 2002a). Likewise, when teachers bar comics from the classroom, or readers overlook their worth, they send the message that they do not value those "who think, read, and decode differently from the narrowest notion of reading and literacy" (Cater, 2008). ...
In the writing classroom, presenting a curriculum in which students read and create comic strips in order to explore their identity, via the course design, represents a strategy that has grown in popularity. Yet, for teachers and writing program administrators, what are the benefits and drawbacks in asking students to interact with graphic novels and comic books and to fashion autobiographical, digital, comic-strip narratives as a rhetorical construction of their identity? How does implementing multimodal assignments and digital storytelling practices by generating narrative comic strips affect students’ reading, writing, critical thinking, research, collaborative, and other related processes as writing course outcomes? This article discusses a case study at a rural, Southwestern university of an experimental unit assignment involving 60 students, including many rural students and Native Americans. Students engaged with graphic novels and comic books in an upper-division, Written and Visual Media class. This article includes a description of the first assignment, a comic strip and corresponding reflective essay, as well as the comic’s
assessment criteria, with raters measuring students’ writing outcomes. To compose their comics, students utilized the Pixton company’s digital, comic-generating program. Overall, employing digital storytelling practices in creating autobiographical comic strips provided students with a cohesive, relevant approach to the course’s overarching multimodal writing curriculum by assisting them in developing and formatting their comics together; contemplating and composing about diverse spaces, people, and histories related to
their backgrounds, majors, and futures; and communicating their work to a greater audience. The study’s results have implications for reading and generating digital comic strips in multimodal writing classes in enacting a critical multimodal literacy.
... Furthermore, the artist created a teenage character for this teenage-aimed comic, and this could be seen as intended to influence the minds of teenage readers, since the readers could use the character designs to reflect upon themselves. Research has shown that compared to conventional books, teenagers are more attracted to graphic novels and comics (Crawford, 2004;Snowball, 2005Snowball, , 2007. Chances are that Wang had this in mind and was using his story to convey perceptions of appropriately gendered behaviour to teenagers. ...
... Furthermore, the artist created a teenage character for this teenage-aimed comic, and this could be seen as intended to influence the minds of teenage readers, since the readers could use the character designs to reflect upon themselves. Research has shown that compared to conventional books, teenagers are more attracted to graphic novels and comics (Crawford, 2004;Snowball, 2005Snowball, , 2007. Chances are that Wang had this in mind and was using his story to convey perceptions of appropriately gendered behaviour to teenagers. ...
Ethnic diversity has become an important part of Chinese culture. Since the finishing of the ethnic minority classification project, artworks representing minority people have appeared in many different forms. Among the studies of ethnic minority representation, hardly has any discussed minority women in comics. This study will investigate the depiction of female ethnic minority characters in Chinese comics. I have chosen two comics that are representative for two different categories. The first work is Ling-Long, an original story that uses southern ethnic minority culture as context, which falls under the ‘ethnic minority themed original stories’ category. The second one is Gada Meilin, an adaptation of a famous Mongolian folktale, which falls under the ‘adaptation of existing stories’ category. The main female characters will be analysed from two aspects: the visual design and the role they play in the story. The former aspect will investigate their appearance, dress, facial expressions and body languages, while the latter will investigate their occupation, position and action in the story. After the analysis, I will discuss my thoughts from the perspective of an art practitioner and suggest some of my own possible ways of improving the character designs.
... Whereas in the past, teachers and librarians tended to regard comic books as having a deleterious effect on students' reading practices and literary tastes (Hajdu, 2008), today, a growing number of educators are cognizant of the benefits associated with making space in the school curriculum for graphic novels. As a sampling, graphic novels are credited with motivating reluctant readers (Crawford, 2004;Snowball, 2005); supporting students who struggle with reading and writing (Frey & Fisher, 2004); scaffolding second-language learners (Cimermanová, 2014;Yildirim, 2013); and challenging readers of all ability levels (Connors, 2013;Jacobs, 2007). Other educators have argued that teachers can use graphic novels to support students' developing practices associated with visual literacy (Connors, 2012;Frey & Fisher, 2008;Gillenwater, 2009) and critical visual literacy (Schieble, 2014). ...
This chapter argues that when educators position students to attend closely to the presence of cultural models in Marjane Satrapi's graphic novel "Persepolis," they can support their examining how the graphic novel engages in problematic discourses about Iranians and Muslims. At the same time, however, part of the genius of Satrapi’s text is that it does not simply reinforce a humanist model of essential sameness. Western readers may recognize themselves in Marji, but the text nevertheless invites them to also consider the formative role that culture plays in shaping a person’s belief system.
... However, some hold the view that graphic novels have the potential to enhance reading performance of children with limited language proficiency (Christensen 2006;Lyga 2006). Many have reported the effectiveness of graphic novels in engaging reluctant readers (Crawford 2004;Foster 2004;Lyga 2006;Schwarz 2006). Further research to examine the facilitative effect of multimedia presentation in children with lower L2 language proficiency and motivation to read, as well as the influence of L2 ability and reading motivation on the facilitative effect, is required for a more comprehensive investigation of the effect of multimedia presentation on reading outcomes . ...
Past studies have shown that multimodal presentation of story can improve story-retelling performance in the first language. The purpose of the present study was to investigate whether similar multimedia effects can be observed in second language learning and graphic novel reading. A total of 51 Chinese elementary school children, aged 7–8, who were learning English as a second language were recruited. They were randomly assigned to one of the three experimental conditions that differed in the format of story presentation: English text, English text with pictorial illustrations or graphic novel. After reading the same story, the children retold the story in English. The narratives produced were then rated by two independent raters. The results of group comparison showed that children from the three experimental groups had similar performance, indicating that multimedia presentation may not always facilitate narrative production in English as a second language. Within-subject comparison further showed that the children were relatively strong in language skills and capturing the main ideas of the story, while showing weakness in story structure awareness, elaboration, as well as local and global cohesion. Suggestions for the application of multimodal presentation of narrative texts are discussed.
... Building on these intuitions, many teachers and educators have experimented with comics in their classroom, mostly to support students with low literacy skills [Aleixo and Norris, 2010;Crawford, 2004;Frey and Fisher, 2008;Schwarz, 2006]. However, comics adoption on a larger scale has been hindered by the 'perennial disorganisation' of educational comics [Rifas, 1991], which makes them extremely difficult to find, and the lack of clear models for how comics may be integrated in classroom practice [Lapp et al., 2011]. ...
Visual narratives, such as comics and animations, are becoming increasingly popular as a tool for science education and communication. Combining the benefits of visualization with powerful metaphors and character-driven narratives, comics have the potential to make scientific subjects more accessible and engaging for a wider audience. While many authors have experimented with this medium, empirical research on the effects of visual narratives in science communication remains scarce. This review summarizes the available evidence across disciplines, highlighting the cognitive mechanisms that may underlie the effects of visual narratives.
... A significant amount of the research already attested to the literary and pedagogical value of graphic novels. Among others, graphic novels provide motivation for reluctant and struggling readers to read (Brozo, Moorman & Meyer 2013, Snowball 2005, Crawford 2004), improve comprehension and critical thinking skill (Sabbah et al. 2013, Maderazo 2010 and assist in the teaching of vocabulary (Basal et al 2016, Connors 2011. To date, however, little research has examined the manner in which teachers responded to these texts especially in the ESL context. ...
Students in the ²¹st century are exposed to multimodal texts, which are texts with the combinations of the modes of prints, images, gestures and movements. Graphic novel is one of the examples of a multimodal text and this genre is introduced in the Language Arts module as part of the English language subject in the new Curriculum for Primary Schools in Malaysia. Hence, it is important that teachers should first be aware of how to make the most of multimodal texts before introducing their pupils to the strategies necessary for comprehending the text. However, without proper training on how to approach the genre, the teaching of graphic novels may pose difficulties for teachers in general and especially so for teacher trainees. This paper reports the findings of a survey conducted on teacher trainees to explore the challenges they faced in teaching graphic novels to primary schoolers. Results show that although the graphics succeeded to entice the pupils into reading the text, the teacher trainee felt that the graphics did not help their pupils in understanding the storyline. The pupils' eagerness to go through the graphics has caused them to ignore the words in the speech balloons. Consequently this has led to incomprehensible input and misinterpretation of the content. Results from these preliminary findings can be used to further investigate the strategies good readers use to read and comprehend graphic novels, so that teacher trainee would be better prepared to utilise graphic novels in their English classes. © 2017 Penerbit Universiti Kebangsaan Malaysia. All rights reserved.
... Today, graphic novels are credited with motivating so-called "reluctant" 8 readers (e.g. Crawford, 2004;Snowball, 2005); scaffolding second language learners (Cimermanová, 2014;Yildirim, 2013); supporting students who struggle with reading and writing (e.g. Frey & Fisher, 2004); and challenging readers of varying ability levels (e.g. ...
... • scaffold students for whom reading and writing are difficult (Bitz, 2004;Frey & Fisher, 2004;Morrison, Bryan, & Chilcoat, 2002); • foster visual literacy (Frey & Fisher, 2008); • support English language learners (Ranker, 2007); • motivate "reluctant" readers (Crawford, 2004;Dorrell, 1987); • and provide a stepping stone that leads students to transact with more traditional (and presumably more valuable) forms of literature. ...
... While two decades ago graphic novels were virtually unknown to librarians and educators, their popularity exploded during the last decade (Williams & Peterson, 2009). Along with reports that come from librarians (e.g., Crawford, 2004;Schwarz, 2006), research about increased student engagement with graphic novels has also begun to accumulate (Albright & Gavigan, 2014;Gavigan, 2011). ...
This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventh- and eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as reviewers of a set of i-books. A repeated-measures analysis of variance indicated that the intervention group of students significantly outperformed the control group on the following measures of writing: the holistic text quality and the summarization text quality, with large effect sizes.
... Institutions that historically criticized comic books for having a deleterious effect on developing readers, most notably schools and libraries, are just as likely to celebrate the pedagogical value of graphic novels today. Literacy educators, for example, advocate teaching graphic novels to motivate so-called reluctant readers (Crawford, 2004; Snowball, 2005); support struggling readers (Bitz, 2004; Frey & Fisher, 2004); scaffold English language learners (Chun, 2009); and promote the development of skills associated with visual literacy (Frey & Fisher, 2008; Gillenwater, 2009). Others regard graphic novels as a complex form of literature capable of withstanding close scrutiny and challenging readers of varying ability levels (Carter, 2007; Connors, 2010 Connors, , 2013 Versaci, 2001 Versaci, , 2007). ...
No study of speculative fiction would be complete without acknowledging the comic book, a staple of American popular culture since its inception in the twentieth century. Since Superman first appeared on the cover of Action Comics #1 in 1938, the comic book, as a form of storytelling, has been virtually synonymous with speculative fiction, encompassing an array of genres, including (but not limited to) crime, horror, fantasy and—perhaps most famously—science fiction (SF).
... A main goal of using comics in the classroom has been the improvement of literacy. By presenting a pictorial expression of verbal content, comics may help readers interpret words and sentences and notice important aspects of a story's setting, tone, and other contextual properties (e.g., Crawford, 2004;Frey & Fisher, 2004;Schwarz, 2007;Williams, 2008). Although literacy education is an important goal, our primary interest in this article involves learning of science. ...
Increasing people's interest and involvement in science is a growing concern in education. Although many researchers and educators seek innovations for classroom instruction, much could be gained by harnessing the activities that people perform at their leisure. Although new media are constantly emerging, comic book reading remains a popular activity for children and adults. Recently, there has been an explosive increase in the creation of educational comic books, including many about science. This rapid increase in science comics far outstrips our understanding of how comics impact people's beliefs and interests in science. In this theoretical article, we draw on research from cognitive science and education to discuss heretofore unexplored cognitive impacts of science comics. We propose several ways in which learning could be enhanced or impaired through reading science comics and discuss several broader issues related to the use of comic books in education, including individual differences and informal learning.
... Research on literacy and learning through graphic novels as part of the multimodal landscape is scant, at best; literacy research focused on the use of graphic novels in education offers descriptions of graphic novels with recommendations for their use across the curriculum (Schwartz, 2004) and as paired texts for teaching the English canon (Carter, 2007). Graphic novels have been positioned as a format that may engage struggling and/or reluctant readers (Crawford, 2004), as a tool for fostering language and literacy development with English Language Learners (Carey, 2004;Chun, 2009) and as a format that offers a differentiated reading experience for Deaf students (Smetana, Odelson, Burns & Grisham, 2009). Picture books and graphic novels have been explored with regard to text/image relations and as sites that offer multiple cues for reading (Hassett & Schieble, 2007). ...
This paper describes and interprets how preservice English teachers explore constructions of race and identity in the graphic novel, American Born Chinese, with a small group of adolescents from a mostly white community in the U.S. in the space of a virtual classroom. Findings indicate that the secondary students constructed characters’ feelings of racial and cultural inferiority as a matter of the individual rather than as a result of institutional forms of exclusion. The author argues for educators to attend more closely to the social, historical and political context within which a critical approach to teaching literacy is implemented. Implications for using technology to mentor preservice English teachers to explore systemic forms of oppression in their development as critical educators are discussed.
... Graphic novels are said to motivate so-called "reluctant" readers (e.g. Crawford, 2004;Snowball, 2005); support students who struggle with reading and writing (e.g. Frey and Fisher, 2004); scaffold language learners (Cimermanová, 2014;Yildirim, 2013); and challenge readers of varying ability levels (e.g. ...
... Àquele tipo de literatura que as escolas fingem que não existe e que algumas crianças, por motivos económicos ou razões ideológicas, não têm acesso. Suspeito que a leitura light foi a forma como a maioria de nós adquiriu hábitos de leitura» [7]. Não concordando com a bibliotecária quando apresenta a banda desenhada no seu todo como literatura ligeira, não deixamos de concordar com o facto de a banda desenhada efectivamente ligeira poder desempenhar também um papel importante na promoção da leitura. ...
RESUMO Tradicionalmente o público juvenil (13-18 anos), sobretudo do sexo masculino, é aquele que mais dificilmente participa nas actividades de leitura promovidas pelas bibliotecas públicas. Por outro lado, e segundo um inquérito realizado pela Bedeteca de Lisboa em 2005, a maioria das bibliotecas portuguesas não tem e não adquire o estilo de literatura gráfica mais apreciada pelos adolescentes, designadamente a banda desenhada de origem norte-americana e japonesa. Ao contrário do que muitos pensam é possível encontrar materiais em banda desenhada (dentro destes estilos) de inegável qualidade destinados aos adolescentes, embora a banda desenhada ligeira (de menor qualidade) também possa ter um lugar na biblioteca. A presente comunicação pretende, assim, sensibilizar as bibliotecas para a utilização destes materiais como ferramenta poderosa e de subestimada importância para a promoção de hábitos de leitura entre os adolescentes. PALAVRAS-CHAVE: Banda desenhada, Bibliotecas públicas, Promoção da leitura, Adolescentes INTRODUÇÃO Preocupados em conquistar novos públicos e também com a conquista de potenciais clientes que ainda não se atreveram a entrar na biblioteca, muitos profissionais começaram a alargar as suas colecções para áreas que tradicionalmente não eram contempladas. É normal, ao vaguearmos pelas bibliotecas da rede de leitura pública, depararmo-nos com os mais diversos materiais dedicados à jardinagem, bricolage, culinária ou ponto cruz. É normal e é positivo. Contudo, o que não nos parece tão positivo é o facto de ainda não encontrarmos oferta documental apelativa a uma franja etária da população que foge por natureza, ou mesmo por instinto, à leitura tradicional. Os adolescentes. Na verdade, não fogem das bibliotecas. Utilizam-na em larga escala como espaço para aceder à Internet, aos jogos de vídeo, aos filmes e até como espaço para fazer trabalhos escolares, mas não a utilizam (ou utilizam com menor frequência) para a leitura. E sobretudo não a utilizam para a leitura lúdica. A leitura que muitas vezes permite adquirir e consolidar os hábitos que nos deverão acompanhar ao longo da vida no estudo, no trabalho e no lazer. Apesar da sua imensa popularidade, algumas pessoas consideram que a BD não é mais do que um género de histórias. No caso de histórias de aventuras. Contudo, apesar de ser uma opinião corrente, é uma opinião infundada uma vez que a banda desenhada ficcional comporta uma série de géneros e até sub géneros, incluindo histórias realistas, contemporâneas, humorísticas, História, contos e lendas de super heróis e mangá. Por outro lado, embora a ficção seja muito popular, também existe oferta de banda desenhada não ficcional desde biografias, autobiografias e reportagens.
... Based on its humble beginnings as comic books, graphic novels are considered "an emerging new literature of our times" (Campbell, 2007, p. 13). Graphic novels are a firmly entrenched part of popular culture as reflected in allotted shelf space in chain bookstores (Weiner, 2003), increased sales (Lamanno, 2007;Pawuk, 2007), inclusion in school and public libraries leading to a correlated increase in circulation statistics (Crawford, 2004;McPherson, 2006), major films based on graphic novels or featuring comic book heroes, reviews of graphic novels in major publications, and attention by the news media (Dotinga, 2006;Horgan, 2007;McGrath, 2004;Schjeldahl, 2005). Most of this rise in popularity has occurred near the turn of the 21 st century. ...
Meshing print literacy and visual literacy, graphic novels exemplify a type of multimodal text demanding multimodal literacy skills. The comics format of graphic novels requires the reader to know the conventions that constitute the unique language of the medium. These visual conventions are comparable to genre conventions of traditional print texts. This article discusses these conventions and relates literary theory to graphic novels. It also presents a reader response study conducted with American high school students using Gene Yang’s American Born Chinese.
... Some evidence suggests that reluctant readers are attracted to alternative formats with visuals and audiobooks (Lesesne, 2009;Jones, 2007). Snowball (2005) and Crawford (2004) found that graphic novels are very appealing to reluctant readers and may motivate readers who struggle with other texts. In a middle school classroom, Beers (1998) observed that audiobooks engage adolescent readers when they can read along. ...
By examining a sample of books chosen by participants in Brooklyn Public Library's Young Adult Pre-GED program, this article will explore characteristics of reading materials that appeal to out-of-school youth. Authors will share the selection process behind the creation of a special collection targeted to low-literacy young adults (16–24 years old). Using youth participants' independent reading logs, we will compare what we expected students to enjoy reading with what youth chose to read. A discussion will include lessons learned about collection development for out-of-school youth and how libraries can improve access for struggling adolescent readers.
... Given the increasing popularity of graphic novels, a growing number of literacy educators have identified graphic novels as an engaging literacy resource in the classroom for helping reluctant readers (Crawford, 2004). In defense of graphic novels in literacy classrooms, Schwarz (2002) acknowledged that, "In an increasingly visual culture, literacy educators can profit from the use of graphic novels in the classroom, especially for young adults" (p. ...
This article explores how immigrant experiences are represented in the narratives of three graphic novels published in the last decade: Tan's (2007) The Arrival, Kiyama's (1931/1999) The Four Immigrants Manga: A Japanese Experience in San Francisco, 1904–1924, and Yang's (2006) American Born Chinese. Through a theoretical lens informed by work in critical literacy, the author examines how images and words in graphic novels privilege certain perspectives and merit critique in their representations of immigrant experiences. This article takes a look at how graphic novels representing immigrant experiences can assist English language arts teachers interested in studying immigration issues in their classrooms by offering inquiries into how three specific immigrant experiences are constructed through graphic novels. It also invites English language arts teachers to engage in dialogue with their students about immigrant experiences as inroads to understanding the vastly complex issues surrounding immigration.
تستكشف هذه المقالة كيف تتمثل تجارب مهاجرين في القصص التي ظهرت في ثلاث كتب مصورة منشورة في العقد الماضي: الوصول (2007) بقلم تان والمهاجرون الأربعة مانجا: تجربة يابانية في سان فرانسيسكو 1924–1904 (1999/1931) بقلم كياما وأمريكي مولود صيني (2006) بقلم يانغ. ومن خلال عدسة نظرية مكتسبة من الأعمال في التعلم النقدي فإن المؤلف يفحص كيف تفضل الصور والكلام في الكتب المصورة وجهات نظر معينة وبالتالي تستلزم النقد في تمثيلها لتجارب المهاجرين. لذا تنظر هذه المقالة في الطريقة التي قد تساعد من خلالها الكتب المصورة التي تمثل تجارب المهاجرين معلمي فنون اللغة الإنكليزية المهتمين بدراسة مسائل الهجرة في غرف صفوفهم بالقيام باستفسارات في كيف قد شكلت تجارب ثلاثة مهاجرين عن طريق الكتب المصورة. وكذلك تدعو معلمي فنون اللغة الإنكليزية إلى القيام بالحوار مع طلابهم بشأن تجارب المهاجرين تمهيداً الطريق لفهم المسائل المعقدة للغاية حول الهجرة.
本文探讨在过去十年出版的三本漫画小说的叙述如何展现移民的经验。该三本漫画小说分别为：陈志勇（2007）的《抵岸》、木山义乔（1931/1999）的《四个移民的漫画：日本人在三藩市的经验，1904–1924》，及杨谨伦(2006)的《美生中国人》。本文作者借鉴批判式读写文化的研究，建立理论基础，考查漫画小说中所展示的移民经验如何透过图象与文字来嘉许或批评某些观点。本文探讨三种独特的移民经验如何透过漫画小说建构而成，并探究漫画小说所展现的移民经验如何能够协助有兴趣的语文科教师，把移民经验问题作为课堂教材。本文亦邀请语文教师以对话的形式学生与探讨移民经验的问题，藉此带领学生深入了解围绕着移民的种种极复杂的问题。
Cet article examine comment l'expérience d'immigrants sont représentées dans les écrits de trois bandes dessinées publiées au cours de la dernière décennie: L'arrivée (2007) de Tan, Manga de quatre immigrants: une expérience japonaise à San Francisco, 1904–1924 de Kiyama, et Des Chinois nés américains (2006) de Yang. Grâce à une loupe théorique informée par le travail en littératie critique, l'auteur examine comment les images et les mots des bandes dessinées privilégient certaines perspectives et méritent critique dans leurs représentations de l'expérience d'immigrants. Cet article considère comment les bandes dessinées peuvent aider les enseignants d'anglais intéressés par les questions d'immigration dans leur classe, en présentant des enquêtes sur la façon dont trois expériences spécifiques d'immigrants sont construites dans ces bandes dessinées. Il invite également les professeurs d'anglais à engager le dialogue avec leurs élèves sur l'expérience de l'immigration comme voie d'entrée pour comprendre les questions vastes et complexes qui entourent l'immigration.
Рассматриваются три графических романа, изданные за последнее десятилетие, где представлен опыт иммигрантов: Прибытие (Tan, 2007), Манга четырех иммигрантов: жизнь японцев в Сан‐Франциско в 1904–1924 годах (Kiyama, 1931/1999) и Американцы китайского происхождения (Yang, 2006). Сквозь призму теоретических работ в области критической грамотности, автор исследует, как – благодаря рисункам и тексту графических романов – читателя подталкивают к определенным мнениям, и оценивает эти произведения в качестве отражения иммигрантского опыта. Статья предназначена для тех учителей литературы и языка, которые готовы затрагивать на своих уроках тему иммиграции: изучать подобные произведения и обсуждать их с учениками, стремясь прийти к пониманию сложнейших аспектов самого явления “иммиграция” и связанных с ней проблем.
Este artículo examina cómo se presentan las experiencias de los inmigrantes en tres ánimes publicadas en los últimos diez años: The Arrival (2007) de Tan, The Four Immigrants Manga: A Japanese Experience in San Francisco, 1904–1924 (1931/1999) de Kiyama, y American Born Chinese (2006) de Yang. A través de un lente teórico basado en estudios sobre la competencia crítica, el autor examina cómo las imágenes y las palabras en los ánimes refuerzan ciertas perspectivas y merecen ser evaluadas por su presentación de las experiencias de los inmigrantes. Este artículo investiga cómo estos ánimes pueden ayudar a los maestros de inglés interesados en estudiar el tema de la inmigración en sus aulas, ofreciéndoles información sobre cómo tres experiencias específicas son representadas en ánimes. También invita a los maestros de inglés a dialogar con sus estudiantes sobre las experiencias de inmigrantes para ayudarles a entender la compleja cuestión de la inmigración.
... The categories she includes for graphic novels are: Superhero, Fantasy/Science Fiction, Adventure, Horror, Issues/True Life Stories, and Humor. Next, Crawford (2004, p. 26) states that graphic novels can help to improve language and literary development, including second language development. Also, the illustrations provide valuable contextual clues to the meaning of the written narrative. ...
Purpose
Provides a comprehensive review of the significance attributed to the usefulness, practicality and appropriateness of graphic novels in the school library media center with specific implications for collection development.
Design/methodology/approach
A careful review of recent literature provides the school media specialist with an overview of graphic novels including definitions, challenges, benefits, helpful resources, curricular connections and collection development issues. The sources reflect the recent trends in the increasing popularity of graphic novels and their use and benefit in school media centers.
Findings
Presents information on the definitions of graphic novels and the challenges and benefits specific to the school media center. Notes that while challenges exist, the benefits of including graphic novels in the school library media center are many, including engaging reluctant readers. Offers practical information for collection development and provides useful sources that serve many purposes.
Practical implications
Offers background information for the school library media specialist about graphic novels. Includes advice and practical strategies for building a graphic novel collection in the school media center.
Originality/value
This paper reflects recent trends toward increased interest in graphic novels and offers the school media specialist practical advice on how to best meet that growing interest by including graphic novels in the school media center.
This article examines the role of graphic novels in school libraries as an effective tool to engage reluctant readers and foster a love for literature. Reluctant readers, who often struggle with or avoid traditional texts, are drawn to the combination of visual and textual elements that graphic novels offer. These accessible narratives appeal to their interests, making graphic novels a valuable resource in promoting literacy and developing reading habits, particularly in middle and high school students. The study underscores the significance of graphic novels in enhancing reading motivation, comprehension, and critical thinking skills. By bridging the gap between visual storytelling and traditional literature, graphic novels serve as a gateway to more complex works, encouraging readers to explore a wider range of texts. School librarians play a crucial role in curating and promoting these resources, ensuring that graphic novels are effectively integrated into reading programs. Recommendations include incorporating graphic novels into school library collections and reading curricula, addressing any biases against their use, and advocating for the inclusion of diverse titles to support a broad spectrum of reader interests. This approach can create a more dynamic and inclusive reading culture, empowering reluctant readers to engage more confidently with literature.
This study reviews the current parents' perspectives and habits of using graphic novels, including electronic equipment, in Hong Kong to support children's reading and learning. Parents were invited to participate in semi-structured group interviews based on our five research questions. The authors employ a thematic analysis approach to analyze the data and determine the similarities and differences between the literature review and the current mobile digital environment. The findings indicated that respondents were not keen on using graphic novels to support their children's reading and learning. The two main reasons were inadequate understanding or bias on graphic novels and the wide availability of online digital materials for reading and learning support. Scant studies focus on graphic novels in parent-child reading from parents' perspectives, especially in the Asian context, though graphic novels are becoming a worldwide trend. Parents' opinions about this issue are invaluable for educators and librarians in curriculum design and collections development.
In the framework of health humanities (HH), this chapter aims to articulate an evidence-based rationale and a specific use of graphic narratives (GN), which include comics and graphic novels, for the development of an attitude of “patient-centered care” in caregivers and an “adaptative psychological response to illness” in patients. Such rationale and use of GN also aims to contribute to patients' decentering, receiving of empathy, and articulation of their experience of illness. First, the background of such use of GN is introduced, by referring to previous research in the field. Second, a presentation of the proposed use of GN is made, followed by a rationale. Third, a set of strategies for analyzing GN in this context, based on research on the psychology of GN, is given and exemplified. Finally, some reflection is offered regarding limitations and needs of the suggested use of GN in HH.
Narratology is the theory of narratives, narrative texts, images, and spectacles, to de-anthropomorphize the narrator.According to Mark Currie,Narratology is the theory and systematic study of narrative.It started as a study of account structure and construction, gained considerable strength to deal with the artistic story, eclipsed chronicled viewpoint for a long time, and afterward, someplace during the 1980s, ran into issues. Yet, it changed from the formalist and structuralist narratologies to set out new narratologies. The word story' is related to the demonstration of portrayal. It furnishes us with the major epistemological construction that assists us with figuring out the confounding variety and assortment of occasions and producing logical examples. It depends on circumstances and logical results connections applied to a succession of occasions. The story, as it were, mirrors its famous utilization, to be specific, with numerous implications. It is firmly bound up with the discourse demonstration of describing. The twenty-first century offers different labels such as narrative situation, narrative viewpoint, narrative structure, etc. The basic purpose of the narrative is toenterta in, gain, and hold a readers'interest. Narrative structure permeates our experience of time and social existence‖ and that the art/life relation is not a one-way street. However, narratives can also be written to teach or inform, to change attitudes or social opinions.
Comics, which attract attention with their adaptation to changing conditions in the historical process, are increasing their popularity both in current life and in the field of education. They can be used as a powerful supplementary teaching tool concertizing abstract concepts, especially in lessons such as Science. They can also be used to convey abstract concepts to students in an entertaining way. From this point of view, the study aimed to reveal the general characteristics, structure, elements, and historical development of comics at a theoretical level. The study, which adopted a qualitative research design, was based on a wide range of a literature review focusing on comics in an educational context as alternative resources to use in science education. The data collected were coded, grouped, and reorganized as a report to present within the context of science education for the teachers who might plan to use comics in their classes, and researchers who might scrutinize the influence of comics in teaching science at different levels.
ABSTRACT. The effectiveness of digital graphic novels (DGN) has never been measured from the perspective of interaction design (IxD) although previous studies regarded DGN as having materiality and multisensoriality characteristics which were crucial for most purposes and territories, especial-ly for students’ learning. Teaching a dry graduate course with most of the traditional methods has been too dull to reinforce concepts taught in the classroom. This paper proposes DGN for learning difficult subjects such as ‘research methods’ and ‘Islamic values’. The DGN however, must be of a well-crafted content based on abstractions of real life events. Methods of abstracting the content and enhancing the narratives in producing a DGN are provided. The DGN prototypes were developed and experimented with real graduate students. The results have proven a number of interesting facts about IxD in DGN and the desirability of DGN as one of the promising learning tools.
During a 10-week classroom-based study, 20 fourth grade students participated in a number of interdependent activities that focused on developing their visual meaning-making skills and competencies. As well as reading, responding in writing to and discussing a selection of picturebooks, graphic novels, and magazines, the students created graphic narratives as the culminating research activity. This article presents a multimodal social semiotics analysis of the paneling in five students' graphic narratives. Excerpts from the students' interviews about their compositions revealed how learning about the what, why, and how of graphic novel conventions affected the intentional designing of students' multimodal texts.
The author examines the rise in popularity of graphic novels, the sales of which have steadily increased as their influence expands into adolescent culture. This article also includes an overview of current research results supporting the use of graphic novels within the classroom and school library; graphic novels support English-language learners and those students with reading disabilities. Finally, graphic novels are changing the language we use to frame our knowledge about literacy, text, and image.
David Almond and Dave McKean’s The Savage is a hybrid prose and graphic novel which tells the story of one young man’s maturation through literacy. The protagonist learns to deal with the death of his father and his own “savage” self by writing a graphic novel. This article reads The Savage in the context of earlier, “Northern” literacy narratives—particularly Tony Harrison’s poem “Them & [uz]” and Barry Hines’ Kes—through the discourse of neoliberalism and the notion of the reluctant boy reader. It is suggested that Almond and McKean are influenced by currently dominant ideologies of gender and literacy.
This article reports the author's experiences using graphic novels with pre-service teachers in a young adult literature course. Drawing on critical response papers two students composed after reading Pride of Baghdad, a graphic novel by Brian K. Vaughan and Niko Henrichon, the author argues that when readers possess the background knowledge needed to approximate the role of the implied reader—that is, the imaginary audience for whom authors envision themselves writing—they are capable of engaging with graphic novels in ways that readers who lack experience with the form, or who question its literary merit, are not.
A multifaceted, classroom-based research project explored how developing Grade 7 students’ knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and their subsequent creation of their own print texts. Analysis of two sources of data, the students’ written responses to Amulet (Kibuishi 2008), one of the graphic novels read and discussed during the study, and the students’ opinions about the knowledge that is required to read and understand a graphic novel, indicated how the instruction about various graphic novel conventions had impacted the students’ awareness of and knowledge about the structural design of these multimodal texts.
Like many librarians (and would-be librarians!), I was skeptical of the value of comic books and graphic novels. My encounters with the genre were limited. I had once browsed through a friend’s collection of Calvin and Hobbes, and I had seen fierce, scantily-clad warriors on the covers of comics at newsstands. I knew Superman, Batman and Spider-man began as comic book heroes. I dismissed comic books along with the super-heroes as adolescent male fantasies to be, hopefully, out-grown. I never entertained the idea that comics or their cousins, graphic novels, could have meaningful messages or be aids in teaching literacy.
ResearchGate has not been able to resolve any references for this publication.