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?

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 versions) within the primary literacy curriculum undermine the values of the classroom or do they offer opportunities for learning?
Include reference to your own experience of making an electronic comic.

 

The word literacy signifies various different responses from different individuals, however, within the National Curriculum, most of the aims and purpose of study for the English curriculum, relate indirectly to reading. Therefore, classrooms should have rich and varied literature which children can access daily. The National Curriculum states that children should have an appreciation for the ‘rich and varied literary heritage’ (DfES, 2013) our world has to offer, consequently; teachers’ must provide a selection of paper and electronic based literature for children to enjoy and read.

After reading a paper presented by Millard & Marsh (2001), I can understand why some critics would argue that allowing comics and graphic novels into the classroom and within the literacy curriculum, could present some issues relating to values. Some graphic novels and comics can be presented to younger readers even though the age rating may not be explicitly for that younger audience; Whitehead et al (1977) argue that the comics which boys’ have access to often ‘promote violence’ (Millard & Marsh, 2001) which undoubtedly disrupts and undermines the key values within any classroom. However, Millard and Marsh (2001) counteracts this argument by stating typical British comics are within reason centred around the child, incorporating ideas and reflections of a ‘world of school and friendships’, which certainly reflects the majority of schools’ values of the classroom; values surrounding friendship and kindness.

The National Curriculum puts emphasis on how children should be taught, from an early age, to ‘read easily, fluently and with good understanding’ (DfES, 2013), therefore, they need to be developing their reading ability from early years which could be achieved through introducing a varied reading selection, including those of graphic novels and comics. Although there has been several arguments as to whether or not these types of literature can encourage and develop children’s reading ability, I personally believe that utilising children’s interests in the form of comics or graphic novels, will unquestionably encourage their reading ability. An article conducted by Education Scotland supports this view that graphic novels can in fact ‘play an important part in encouraging reading amongst pupils’; Millard and Marsh (2001) also confirms that novels which contain pictures, such as graphic novels or comics, ‘sustains and supports’ children who are beginners in reading. An opposing view to this is that comics contribute nothing to developing children’s reading (Millard and Marsh, 2001) and that children should have access to better quality literature within their classrooms.

Although utilising and incorporating comics and graphic novels into our classroom may seem more suitable for the teaching of literacy, I would recommend using this literature and integrating it into the teaching of ICT. From my own experience of creating a comic using a technical device, I believe that they do offer opportunities for learning in a fun and creative way. Using a comic within a literacy lesson can then provide stimulus for acquiring children to create their own interactive comic or graphic novel. Another opportunity for teaching and learning would be to get the children to create their own paper based graphic novel, which then introduces artistic ability as well as the literacy aspect.

When thinking about the above question, I personally believe that using comics and graphic novels within the teaching of both literacy and ICT, provides a stimulus and opportunities for creative fun and imaginative learning. From the readings I have conducted, the arguments against using comics are creditable, however, as Millard and Marsh (2001) stated after viewing results from a study which asked children their reading interests; the response showed that children 10 years and over enjoyed reading comics just as much as reading  a story or non-fiction. Therefore, I feel comics and graphic novels should be integrated into classrooms via the book corner, providing teachers choose appropriately.  


Bibliography

DfE (2013) National Curriculum: Primary Education [online]
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260481/PRIMARY_national_curriculum_11-9-13_2.pdf. [Accessed 11^th October 2014].

Education Scotland. Introduction to graphic novels. Available at: http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp?strReferringChannel=resources&strReferringPageID=tcm:4-398508-64. [Accessed 11^th October 2014].

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