Multiliteracies in ELA Classrooms

Topic:  Visual Literacy: Rethinking the Graphic Novel
This summary includes a definition of a graphic novel, the benefits of incorporating this learning tool in the classroom and an attached example of a lesson plan to incorporate graphic novels into the classroom.

The classic definition of a graphic novel, according to the Merriam-Webster dictionary[1], is  “a fictional story that is presented in comic-strip format and published as a book.” However, there is a misconception that graphic novels are solely comic books and serve as a source of entertainment.  There is compelling evidence that graphic novels can be effective teaching tools in the classroom.

In Doug Fisher’s Using Graphic Novels, Anime and the Internet in an Urban Highschool[2], the researcher found that graphic novels worked well in language acquisition for students with diverse backgrounds.  The novels also provided limited text that allows students to read and respond to complex messages with text that better matches their reading skills.

In the research conducted, the teacher used scaffolding writing, a technique in which a visual text was introduced to the students and the class engaged in a share reading.  The teacher followed this with a think-aloud strategy in which the students pointed out techniques the author used to convey meaning.  The final part of the exercise was to discuss word choice and vocabulary as devices by determining words used to create mood and tone.  The study found that through the work with visual texts, the students began to use complex sentences in writing. There was evidence of multiple ideas in students’ work, their sentence length increased, and students showed a more expansive vocabulary.

Another scholar, Gene Yang, believes that graphic novels are an effective tool as they provide “visual permanence”[3] which suggests that because the image is permanently printed on the page, the students choose how quickly they take information in as opposed to something like film where the concept only lasts for a brief period of time.

The BC Ministry of Education recognizes the value in graphic novels as a teaching tool.  In the Grade 8-12 Curriculum, it states that,

“A further consideration is that multi-media materials often have a variety of texts embedded within them, requiring students to consider multiple text structures and contexts simultaneously. Students “need to be able to make meaning from the array of multi-media, complex visual imagery, music and sound, and virtual worlds that confront us each day in addition to spoken and written words” (Tasmanian Department of Education, 2005, p. 2). By acknowledging that differing perspectives are embedded within or implied by visual and print texts and electronic media, we can study how our personal identities and popular culture are linked (de Castell, 1996; Siegel, 2006).”[4]

The Prescribed Learning Outcomes (PLOs) for English Language Arts for Grade 8[5] include Reading and Writing.  Under Purposes, it states:

B3:  view, both collaboratively and independently, to comprehend a variety of visual texts, such as

– broadcast media

– web sites

– graphic novels

 The PLO also includes a Writing and Representing section.  Under Features, it states:

C12:  use and experiment with elements of style in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including

–  syntax and sentence fluency

–  diction

–      point of view

–      literary devices

–      visual/artistic devices

As these sections demonstrate, graphic novels are an important part of the curriculum.

One example of a graphic novel that could be used in the classroom as supplementary material is Romeo and Juliet, The War.  A graphic novel adaptation of Shakespeare’s Romeo and Juliet that reinterprets the story through a sci-fi lens, it demonstrates that graphic novels have a place in the classroom, as this text could be a good introduction to the original, or as a fresh perspective to follow up after studying the original.

The activity component of this presentation demonstrated how students could take written text, and using a blank comic template, reimagine the text visually to create a graphic panel adaptation.  Engaging in this process allows students to critically analyze a text and demonstrates their knowledge and understanding of the literature.

In summation, graphic novels are an effective tool because they address language barriers as students rely on visual imagery in addition to text.  They also enhance pre-existing knowledge of text and build perspective by seeing narrative through a new lens.

Graphic Novel Presentation

Graphic Novels: Lesson Plan/Bibliography

Bibliography

Scholarly resources:

Fisher, Douglas. “Using Graphic Novels, Anime, and the Internet in an Urban High School.” The English Journal 93.3 (2004): 19-25. Print.

“graphic novel.” Merriam-Webster.com. Merriam-Webster, 2011. Web. 23 September 2012.

Yang, Gene. “Graphic Novels in the Classroom.” Language Arts 85.3 (2008): 185. Print.

1821 Comics. “Romeo and Juliet: The War graphic novel trailer.” 24 October 2011. Online video clip. YouTube. Accessed on 23 September 2012.

Professional resources: