The practical implications and possibilities for graphic novels and comic books as a component of the literacy experience: A proposal

Abstract

Through the multitude of media and other forms of visual, verbal, and physical representation that is the modern school curriculum, teachers must make calculated decisions about curriculum. These decision affect not only the extent or depth of a subject that they teach, but also in the pedagogy through which they do it. The development of a critical literacy skillset lies at the ultimate end of literacy or reading instruction. This critical literacy skillset represents an essential part of the voice that is being developed by each student (Morrell, 2007). Through this voice, students exercise the skillsets required to engage their communities and other social contexts and promote greater understanding and change. Teachers who work to this instructional end make use of a wide range of curricular vehicles and so the choice of these vehicles becomes of paramount importance (Moss, 2007). This researcher will make the argument, as have many before, that comic books and graphic novels represent a largely untapped resource for the degree of influence they have. This influence comes not only in the engaging nature of the medium, but also in the ability to use important elements of art and story in a symbiotic fashion. In this way, each draws the best from the other.