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Blog 3   Ephrem Uwalaka

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

The argument about the value of comics for the benefit of children’s’ literacy has been fought over many decades and still is in question (Marsh and Millard, 2001). As a trainee teacher, as a reader and once a child my position in this debate is as follows.

 In today’s two seminars my peers and I examined and made comics. We also evaluated and discussed a wide variety of different comics from a range intended for a diverse readership of differing ages, gender, interests etc. The former seminar was fun, interesting, creative, engaging… The latter seminar was more in-depth about the deeper impact reading comics has on a reader and the pros and cons of this type of genre and why the argument still reins.

For one moment, let us consider what Marsh and Millard (2001) wrote about how bad comics are and their subsequent inquiry. They are over sexualised, intensely violent, and poor in grammar, weak in depth of meaning through text and a real threat to children’s development of traditional literature. Furthermore, the most damning views called for a ban, blaming medical conditions were caused by this (comics) type of popular culture. Marsh and Millard (2001) conducted a small scale research project and their findings were contrasting. They found that comics had many benefits such as similar amount of unknown words within the text and the comics acted as a bridge to further literacy in the form of scaffolding. Some of the distained comments earlier mentioned were addressed. Regarding comics in schools, teachers need to scrutinize any material sent home but the benefits as an interlude and as another form of other text, as mentioned in the National Curriculum (DfE, 2013), is valid. Overall, many positives were found.  Numerous mixed perceptions from teachers and pupils alike were heard and Marsh and Millard’s (2001) conclusion was not conclusive but they confirmed there are valuable benefits found within comics. Ultimately they established that popular culture does have a place somewhere in-between school and home.

Now I am going to discuss the first seminar. In the last paragraph, Marsh and Millard (2001) discussed comics in school and home; it related more to the latter seminar mentioned earlier. Here, we designed and created our own individual comic strip (see uploaded snapshot on blog). This exercise was motivating, fun, interesting engaging and holistically beneficial to my teaching practice in so many ways. Popular opinion would find it hard to refute or dismiss as un-educational.  The Book Trust (2014) support comics as an educational avenue, and sits firmly within their rich range of literature. Comic life is an online programme where children can create their own comic in a secure classroom setting. Abbotswood Junior School use comic making in lessons and they report that this puts the comics in the hands of the children; it engages them with the opportunity of creativity, individualism, inclusivity, writing, literacy narrative and ultimately an interesting genre as described in the Marsh and Millard (2001) research. In our seminar the evidence to support comics as a constructive means toward literacy demonstrated the full potential and as such, I will advocate their use within my pedagogical spectrum.  

Bibliography

Abbotswood Junior School. Comic Life  planning. [online] http://www.abbotswood.hants.sch.uk/planning/comiclife.html (Accessed on: 31/01/2014)

Book Trust (2014) Inspiring a Love of Books [online] http://www.booktrust.org.uk/about-us/research/ (Accessed on: 31/01/2014)

Comic Life [online] http://comic-life.en.softonic.com/ (Accessed on: 31/01/2014)

DoE, (September 2013) English Programmes of Study: key stages 1 and 2 National curriculum in England [online on] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260491/PRIMARY_national_curriculum_-_English_RS2.pdf (Accessed: 02/02/2014)

Marsh, E. and Millard, J. (2001) Sending Minni the Minx Home. Cambridge Journal of education. Volume 31, No.1, pp 25-38

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.

Formal blog task - Graphic novels and comics

The question of whether comics and graphic novels within the primary literacy curriculum undermine the values of the classroom, or do they offer opportunities for learning will be deliberated in this blog post.

Having not seized the opportunity to see comics and graphic novels being used within the primary classroom relevant readings will be drawn upon in this blog post. The first point which Millard and Marsh (2001) makes is that there are concerns based on the deficit model whereby those who choose to read books in graphic forms are seen as denying themselves, just as children who eat beef burgers and chips are imagined en masse as rejecting green vegetables and citrus fruit. This point is unfair and does not acknowledge the way in which comics could be good for learning in the primary classroom. Conversely, Stafford (2009) examines the values which comics bring to education and states that discussions with children transmits their ideas that comic books are credible literature and are to be treated seriously as any other text in the classroom. The fact that the word ‘credible’ has been used here scrutinises the way in which comics offer opportunities for learning.

Another point in which comics can be seen an undermining the values of the classroom in which was spoken about in this weeks seminar, Stafford (2009) explains that issues need to be considered when choosing a comic book for children as the content must be suitable as in some places comic books do depict acts of violence. As seen from the comics and graphic novels in the seminar some are explicit to violence and perhaps do give out a message of violence, but perhaps children see this in a humorous way and don’t actually think anything of this. In contrast Graham (2011) simply elucidates that children enjoy reading comics, so it makes perfect sense to use such a resource to enhance learning. Wright (1979) simply states that as reading teachers we must recognize the fact that comics appeal to large numbers of children and that such an appeal is normal, which is a huge point in which comic’s and graphic novels offers opportunities or learning. Not only do these bring opportunities to learning in reading, but as discussed in the seminar there is a huge prospect with using comics and graphic novels in any subject (cross curricula) especially PSHE.

In conclusion, by looking at relevant readings and having a discussion in the seminar, using appropriate comics and graphic novels within the primary classroom do offer opportunities for learning.  However, as teachers we need to be aware of some content within these. Wright (1979) clarifies my point by stating that ‘classroom teachers should not forget comic books, children's interest in them has not dissipated during the last half century, if anything it has increased. It is in the reading teacher's best interest to learn more about this medium and to use it in motivating students and helping them to read’.

 Bibliography:

Graham, S. (2011). Comics in the Classroom: Something To Be Taken Seriously. Language Education in Asia. 2 (1), pp92 - 102.

Millard, E and Marsh, J. (2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal of Education, 31:1, pp25 – 38

Stafford, T. (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom Abingdon: Routledge

Wright, G. (1979). The Comic Book: A Forgotten Medium in the Classroom. The Reading Teacher. 33 (2), pp. 158-161.