Students’ Views on Using Graphic Novels in High School English Language Arts Classes

• In Event: Roundtable Session 2
  In Roundtable Session: Comics in Education: Innovating Research and Curriculum

Abstract

Education research on the use of graphic novels currently contains more theory than practice, with suggested uses and potential literacy connections highlighted (e.g. Schmidt, 2011; Schwarz, 2006), but few instances of application with students (e.g. Norton, 2003). Among the many assumptions based on educator’s/researcher’s own experiences are that graphic novels and comics are attractive and motivating to students and that they can appeal to and assist struggling readers (e.g. Yang, 2008), second language learners (Cary, 2004), and multicultural students (Boatright, 2010). Additionally, studies also point ways that comics reading are beneficial in terms of edutainment (Cirigliano, 2012) and in the area of reinforcing reading comprehension and recall efficiency (Short & Reeves, 2009).

Past studies on adolescent students’ reading choices (Ivey & Broaddus, 2001) and library circulation rates (Ching, 2005) indicate the popularity of comics, graphic novels, and manga among adolescent readers, but they do not necessarily reflect contemporary tastes. The potential benefits of graphic novels, coupled with their popularity, have created a context for many educators and publishers to focus on using such texts in multiple classroom contexts.

Missing from all these prior studies and practical reports has been the voices of the students who are the target of such intervention and instruction. This study focuses on survey data taken from high school students across multiple classes, grades ten through twelve, where English teachers have used graphic novels as part of the curriculum. Students were asked a range of questions from their preferences, likes, and dislikes about graphic novels to more academic matters such as how those texts may have affected learning and aesthetic appreciation. Students’ thoughts and opinions contribute often unheard voices to the discussion about using graphic novels in school.

References

Boatright, M. D. (2010). Graphic journeys: Graphic novels' representations of immigrant experiences. Journal of Adolescent & Adult Literacy, 53(6), 468-476.

Cary, S. (2004). Going graphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann.

Ching, A. (2005, Summer). Holy Reading Revolution, Batman! Developing a Graphic Novel Collection for Young Adults. Young Adult Library Services, 19-21.

Cirigliano, M. M. (2012). Exploring the Attitudes of Students Using an Edutainment Graphic Novel as a Supplement to Learning in the Classroom. Science Educator, 21(1), 29-36.

Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.

Norton, B. (2003). The motivating power of comic books: Insights from Archie comic readers. The Reading Teacher, 57(2), 140-147.
Schwarz, G. E. (2006). Expanding literacy through graphic novels. English Journal, 95(6), 58-64.

Schmidt, J. (2011). Graphic novels in the classroom: Curriculum design, implementation, and reflection. English Journal, 100(5), 104-107.

Short, J. C., & Reeves, T. C. (2009 ). The Graphic Novel: a ''Cool'' Format for Communicating to Generation Y. Business Communication Quarterly, 72(4), 414-430. doi: 10.1177/1080569909336464

Yang, G. (2008). Graphic novels in the classroom. Language Arts, 85(3), 185-192.

Author

• Stergios Botzakis, The University of Tennessee - Knoxville