Week 3

 The Use of Graphic Novels and Comics in the Literacy Curriculum

This blog post examines the use of comics and graphic novels within the classroom.

           Burn and Durran (2007) use several case study examples of how the use of comics in literacy, as a way of expression, can benefit children’s literacy skills, and also improve the general attitude and confidence in literacy. However comics and graphic novels are not used widely in the primary classroom, as literacy texts, or as a media for literacy learning, due to teachers being cautious, and not wishing to undermine the National Curriculum’s learning intentions (Education Scotland, 2014). Despite these worries, the National Curriculum for 2014 (DfE, 2013) states that children should adapt their literacy skills for a range of texts. It can be argued that comics and graphic novels should no longer be feared by teachers, but instead embraced as part of creating a ‘broad and rich’ curriculum for children’s language to develop (Rose, 2006).

            Seiter (2002) uses technology to show how introducing new mediums in the classroom can engage children’s learning; for example using texts which interest children will motivate them to engage with the activity. Marsh and Hallet (2008) argue, however, that there are concerns over the nature of texts used in classrooms, and that the content of a comic or graphic novel should be completely appropriate, and offer children opportunities to develop their learning further. From these readings it is clear that the debate over whether or not comics and graphic novels – or any alternative literacy medium – is on going, and there are some obvious sensitivity issues surrounding this topic. However, the predominant thoughts from research and readings are that children should be given the opportunity to explore new texts to encourage engagements and development in literacy, and throughout the curriculum (National Literacy Trust, 2014).

            To conclude, there are many areas within comics and graphic novels that need to be explored in order to create a greater insight into the exact place for them in the literacy curriculum. However, through examining the readings presented, it could be argued that comics and graphic novels have a potent place in the classroom, ensuring that their content is strictly appropriate, and does not undermine any of the key values in the literacy curriculum.

• Burn, A. and Durran, J. (2007) Media literacy in schools. London: Paul 
• Educationscotland.gov.uk. (2014) 'Graphic novels in the curriculum - Resources' [online] Available at: http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp [Accessed: 1 Feb 2014].
• Department for Education (2013) National Curriculum in England: English programmes of study – key stages 1 and 2. Department for Education. [online]
• Literacytrust.org.uk. (2014) 'A guide to text types (sample) | National Literacy Trust' [online] Available at: http://www.literacytrust.org.uk/resources/practical_resources_info/5267_a_guide_to_text_types_sample [Accessed: 1 Feb 2014].
• Marsh, J. and Hallet, E. (2008) Desirable literacies. Los Angeles: SAGE.
• Rose, J. (2006) Independent review of the Teaching of Early Reading. London: Department for Education and Skills.