Running head: GRAPHIC NOVELS

Research on Visual and Media Literacy: Graphic Novels in the Classroom

Amanda H. Woodruff
University of West Georgia

GRAPHIC NOVELS IN THE CLASSROOM

Title: Encounters with Historical Agency: The Value of Nonfiction Graphic Novels in the
Classroom
Author: J. Spencer Clark
Summary of the literature review: In Encounters with Historical Agency: The Value of
Nonfiction Graphic Novels in the Classroom, J. Spencer Clark explores how and if pre-service
teachers are interested in utilizing historically based graphic novels as resources in their future
history classrooms. Although critics argue that graphic novels lack substance unlike other literary
forms, Clark believes graphic novels offer students opportunities to engage with historical events
through new and diverse alternatives to traditional texts (p. 490). Clarks primary purpose for
conducting this case study was to examine the potential of nonfiction graphic novels to promote
historical thinking through their unique form of narrative (p. 491). Students of all levels can
easily access graphic novels in order to gain a firm knowledge base of concepts in any class.
Analysis of the method: Clark used a qualitative case study methodology to determine how
valuable these pre-service teachers found graphic novels to be in developing students historical
critical thinking skills. Also, the study seeks to discover the potential relevance of graphic novels
in teaching, specifically in the area of history. The participants in this study consisted of twenty
four pre-service teachers in an undergraduate secondary social studies course taught by Clark at a
large Midwestern state university. These students were all one semester away from completing
their student teaching experience in a history classroom. Each student read two graphic novels
over the course of a two week period. They were all required to read Howard Zinns A Peoples
History of American Empire as one of the two graphic novels. They selected their second graphic
novel from a list of twelve titles. After reading their two graphic novels, students discussed them
in several formats: discussion boards, whole group, and small groups. Clark used several
methods for gathering data including discussion board posts, post-it notes with students thoughts
as they read the novels, a written analysis, and individual interviews with sixteen of the students
who self-selected themselves for the interview portion. Then, Clark analyzed and coded the data
sources for common themes found in the pre-service teachers perspectives regarding the graphic
novels they read.
Summary of the results: The pre-service teachers found historical agency in the novels in five
different ways. These include how injustice was portrayed, the expansion of the typical historical
narrative, humanization of the people of nations, portrayed historical actors choices, and
depicted inevitable events. The general consensus of the pre-service teachers was that graphic
novels provide students with accessible, engaging texts to study historical agency. Additionally,
the participants agreed that historically based graphic novels add to secondary and college
courses due to their alternative form of historiography and their diversion from ordinary
narratives.
Critique and reflection: Although I do not teach social studies, I still found this article to add
value to the significance of using graphic novels in classrooms of all levels and subject areas.
Clarks study of the value of nonfiction graphic novels in the classroom emphasizes the
importance of such novels as a potential alternative to traditional novels. Teachers so often rely
on traditional texts to teach concepts, and graphic novels add a fresh perspective on reading to

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acquire an understanding of information. More importantly, this study shows a breakthrough in
the potential use of graphic novels and that they are not only meant to be read in language arts
classes.
Source:
Clark, J.S. (2013, August). Encounters with historical agency: The value of nonfiction graphic
novels in the classroom. History Teacher, 46(4), 489-508.

Title: Graphic Novels: What Elementary Teachers Think about Their Instructional Value

GRAPHIC NOVELS IN THE CLASSROOM

Authors: Diane Lapp, Thomas Devere Wolsey, Douglas Fisher, and Nancy Frey
Summary of the literature review: This study outlined in Graphic Novels: What Elementary
Teachers Think about Their Instructional Value concerns teachers attitudes towards graphic
novels and the use of graphic novels in their classrooms. The authors primary objective for
conducting this study was to uncover the discrepancy between why teachers do not use graphic
novels on a consistent basis if they express a willingness to do so. Many of the teachers who
participated in this study admitted that graphic novels could be used to enhance literacy skills but
do not include them in their everyday curriculum for various reasons (p. 30).
Analysis of the method: The authors utilized a survey methodology to learn more about teachers
attitudes about graphic novels and how, if at all, they use these novels in their classrooms. A
group of sixty teachers attending a summer institute for graduate degree candidates in education
were used as the participants for this study. All attendees at the conference were selected to
participate in the study, so this is a nonprobability sampling, which is where the participants were
chosen due to their availability. Fifty-five of the teachers were females, and the other five
participants were males. The survey instrument used in this study was created specifically for it.
The survey used both a Likert scale of strongly agree, agree, disagree, and strongly disagree and
a frequency of use scale. It was a self-administered survey.
Summary of the results: Twenty four of the respondents ranked graphic novels as a great way to
engage students who are bored. Twenty of the sixty participants thought graphic novels are
useful as an enrichment tool. All of the participants reported never as their responses to a
question regarding the frequency of using graphic novels as a curricular component. While the
study yielded a lot of results from the teachers answers on the surveys, several things are now
clear as to why teachers do not use graphic novels to teach as often as they would like to. This is
due to a lack of instructional models incorporating graphic novels, lack of graphic novels in their
classrooms, and lack of their comfort with this particular genre.
Critique and reflection: This particular case study was a rather interesting one considering how
many teachers admitted to not using graphic novels for various reasons. The fact that some
teachers do not include graphic novels in their curriculum due to feeling uncomfortable doing so
stresses the need for professional development on this topic. After reading through this case
study, I am now more aware of the many potential uses of graphic novels both inside and outside
of the classroom. Like these teachers, many other teachers are discovering that graphic novels
can be useful tools for helping students critically examine aspects of language arts, science,
history, and art. Not only are graphic novels helpful tools for teaching fundamental concepts,
they also help engage emerging readers and provide a different approach to reading for pleasure
for students of all grades.
Source:
Lapp, D., Wolsey, T.D., Fisher, D., & Frey, N. (2012). Graphic novels: What elementary teachers
think about their instructional value. Journal of Education, 192(1), 23-35.
Title: How Graphic Novels Support Reading Comprehension Strategy Development in Children

GRAPHIC NOVELS IN THE CLASSROOM

Author: Beverly Brenna

Summary of the literature review: Brennas study delineated in How Graphic Novels Support
Reading Comprehension Strategy Development in Children centers on the use of graphic novels
to support reading comprehension strategy development in children. She uses this study to show
the connection between graphic novels and comprehension strategies, specifically in the
elementary setting. The primary research questions include the following: What comprehension
strategies can students in grade 4 classroom learn to apply to a study of age-appropriate graphic
novels? In what ways might graphic novels support students development as readers? (p. 88).
The studys results offer implications about the value of graphic novels as classroom resources.
Analysis of the method: Brenna utilized a qualitative exploratory case study to find connections,
if any, between reading comprehension and graphic novels. The participants were students in a
rural fourth grade classroom; there were a total of twenty-one students in this particular
classroom. The students have varied reading interests, abilities, cultures, and languages. The
study was conducted in 10 1-hour long sessions over the course of a five week period. Students
were split into three ability groups with each group focusing on a different text than the other
groups based on themes and level of difficulty. Each group was guided by either Brenna, the
classroom teacher, or an intern. A general reading comprehension strategy was introduced to the
entire class at one time and then practiced by students in their small groups as they read their
graphic novels. Classroom observations, informal discussions with students, participatory small
group activities, and written questionnaires were used as data sources.
Summary of the results: Before participating in this study, many of the students in the class did
not show any interest in reading graphic novels, and this literary form was new to most of them.
Some of the students even noted that these books contained fewer words than what they were
familiar with reading. The simultaneous inclusion of words and pictures helped students
thoroughly understand what they were reading, strengthening their overall comprehension of the
texts. Brenna also discovered during a follow-up session with the classroom teacher that the
reading strategies students acquired during this study were also being used by them when
engaging with other literary forms such as poetry and non-fiction novels.
Critique and reflection: I especially enjoyed reading this case study and seeing the connections
between reading comprehension and graphic novels. I currently teach a reading class for below
grade level readers who are in seventh grade but do not use graphic novels in this class. It was
refreshing to realize that teaching graphic novels does not have to be an end in itself, but that
these novels can help struggling readers conquer all literary genres. I am teaching a new reading
program next year that is set up similar to this study, so I am very excited to pull in some of
Brennas strategies into my own classroom next school year. The reading program includes
several graphic novels, which is an added bonus. Brennas article has changed the way I view the
usefulness of graphic novels.
Source:
Brenna, B. (2013, July). How graphic novels support reading comprehension strategy
development in children. Literacy, 47(2), 88-94.

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