Formal Blog Task 3: Comics and Graphic Novels

Formal Blog Task 3: Comics and Graphic Novels

Drawing on your learning within the seminar, relevant readings and your own experiences and observations, respond to the following question:

Does the use of comics and graphic novels (hard copy/electronic version) within the primary literacy curriculum undermine the values of the classroom or do they offer opportunities for learning.

Comics and graphic novels have become one of the fastest growing areas of children’s literature in recent years. Between 2001 and 2004 sales of these forms of literature have grown by around 45 million (White and Walker 2008). It is edging ahead of storybooks to become children’s favourite choice of book (Sainsbury and Clarkson 2008). Clearly comics and graphic novels are part of children’s lives but the argument lies for us as the gatekeepers into the classroom (Marsh and Millard 2001). Do we see these forms of literature as potential learning opportunities or do we feel that they undermine the values of the classroom?

Harding (2000) argues that we must start where the children are, in relation to teaching and in this case literacy with a focus on reading. Comics are therefore ideally placed to support children in reading; they are a step from picture books through to storybooks. They can act as a form of scaffolding (Vygotsky 1978) supporting children when necessary to move up and onto the next level of learning.

On my recent school experience we had a visit from the well-known creator of story sacks and fond promoter of reading for pleasure, Neil Griffiths. Neil spoke to the staff in an after school CPD evening about the importance of reading for pleasure. His key point was that it did not matter what it was that the child or adult was reading just that they were reading. If it was a magazine or a comic or even the TV guides. It did not matter because it was their access to the world of literature, one day they may progress to reading a novel but he insisted that a novel is not the only form of appropriate literature for schools.

The reason why sometimes teacher may be fearful or unsure of the use of comics and graphic novels in the classroom could be due to their ‘discombobulation’ at the shape of the modern world (Brooks 2006). Teachers, as discussed earlier as the gatekeepers, have not grown up in a world or education system that accepts comics and graphic novels as appropriate forms of literature they therefore do not have an understanding of their use they are not accustom to their uses and benefits.

Comics and graphic novels can be used as part of a wide variety of tools at a teacher’s disposal to support children in all areas of the curriculum. It is for us as primary practitioners to decide when and where it is appropriate to use these forms of literature in a broad and balanced language environment.

Bibliography

Marsh, J. and Millard, E. (2001) ‘Sending Minnie the Minx Home: comics and reading choices’ Cambridge Journal of Education, 31:1, 25-38.

White, C. and Walker, T. (2008) Tooning in: Essays on Popular Culture and Education. Abingdon: Routledge.

Sainsbury, M. and Clarkson, R. (2008) Attitudes to Reading at age Nine and Eleven: Full Report. Slough: NFER.

Harding, P. (2000) Horncastle Curriculum Centre (Reported in TES August 2000)

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Brooks, L. (2006) The Story of Childhood: Growing Up in Modern Britain. London: Bloomsbury Press.