Formal Blog Task.

According to Millard & Marsh (2001), of all popular culture with which children engage, it is the comic which has received the severest criticism. They highlight the  concerns are often based on a deficit model whereby those who decide to read books in graphic forms are seen as denying themselves encounters with more ‘nourishing’ reading material (Millard & Marsh, 2001). This view has been further emphasized by Wertham (1955) who propounded the thesis that comic books may be held responsible for the growth in juvenile delinquency.  The argument held by many detractors of the genre is that the content of comics is often challenging to the social discourse constructed by teachers, so the introduction of comic books and graphic novels into the classroom poses a threat to that moral order (Millard & Marsh, 2001). Furthermore, teachers’ objections are often concerning the inferior form itself (Millard & Marsh, 2001). Lewis (1996) stresses it is the drawings which define the genre; in many people’s minds only those who are unable to read require a need for illustration. This view is somewhat mirrored by Whitehead et al (1977) who claims comic books are therefore able to contribute virtually nothing to a child’s reading ability.

However, according to research conducted by NFER, since 2003 comics are now more popular than stories, poems and information books (Clarkson & Betts, 2007). This finding is supported by Stafford (2011) who states there has been an undeniable surge in the popularity of comic books and graphic novels. Therefore, children need to be taught how to read, understand and evaluate the range of media that they are exposed to, including comic books and graphic novels, in order for them to participate effectively in society (Stafford, 2011). This view is mirrored by DfES (2006) who suggest that teachers use comics and even correctly identifies them as ‘texts’. This suggests the framework views comics as a valid art form that is as satisfying and effective a reading experience as any other form of literature (Stafford, 2011).

Using comic books and graphic novels within the classroom can open many doors for learning. However, in order to engage every child, as teachers we must ensure that the interests of all children are reflected in the texts made available within the classroom, for it has been found that there is an increasing gap between student preferences and materials that are provided by schools (Worthy et al, 1999).  As teachers of literature we should not strive to get students to accept without question our own judgments of what constitutes literacy merit. It is therefore important that we encourage students to develop their own judgments, by providing motivating classroom opportunities, including all types of multimodal text; particularly comic books and graphic novels (Versaci, 2001).

Bibliography

Clarkson, R. & Betts, H. (2007) Research summary. Attitudes to reading at ages nine to eleven. [pdf] Available from:http://www.nfer.ac.uk/nfer/publications/RAQ01/RAQ01summary.pdf(Accessed: 29/01/14)

Department for Education and Skills. (2006) Primary Framework for literacy and mathematics. [pdf] Available from: http://www.educationengland.org.uk/documents/pdfs/2006-primary-national-strategy.pdf(Accessed: 28/01/14).

Lewis, D. (1996) Pop-ups and fingle-fangles: the history of the picture book, in Millard, E. & Marsh, J. (2001) Sending Minnie the Minx home: Comics and reading choices Cambridge Journal of Education, vol 31, pp.25-38

Millard, E. & Marsh, J.  (2001) Sending Minnie the Minx home: Comics and reading choices Cambridge Journal of Education, vol 31, pp.25-38

Stafford, T. (2011) Teaching Visual Literacy in the Primary Classroom Oxon: Routledge

Wertham, F. (1955) Seduction of the Innocent London: Museum Press

Versaci, R. (2001) How Comic Books Can Change the Way Our Students See Literature: One Teacher's Perspective The English Journal, vol 91, pp.61-67

Whitehead, F., Capey, A., Maddren, W. & Wellings, A. (1977) Children and their books. The final report of the Schools Council Project on children’s reading habits Basingstoke: Macmillan Education

Worthy, J., Moorman, M. & Turner, M. (1999) What Johnny likes to read is hard to find in school Reading Research Quarterly, 34, pp.12-27