Language+Learning+and+the+Arts

Heath (2004)

Not everyone is a fan of the graphic novel. Some argue that it 'dumbs down' literature and that unmotivated students will choose the graphic novel rather than a regular chapter book because it requires less effort to read. In about 250 words, explain how you would ensure that the native-English speakers in your class are challenged when choosing a graphic novel.
 * Chun (2009) ||
 * Graphic Novels or Comic Books** //posted by Allyson//

Incorporating Graphic Novels Into the Classroom Jacob Sturrup [] In the above video the panel discusses the emergence of literary graphic novels, and their subsequent divergence from traditional comic books like ‘Archie’. Though these ‘throw away’ comics still exist and are popular, the sheer growth of the graphic novel genre has created a niche for legitimate literature to be presented in the medium of graphic novel or comic book. This is to say that there is a greater breadth of sub-genres emerging within the genre of graphic novel. This paired with the fact that students are more enthusiastic by the novelty of reading graphic novels, ensures that every student can find an enjoyable, and challenging graphic novel to study.

The idea that reading graphic novels sparks the creative side in students, and drives them to be more creative in their own responses to reading is also worth taking note of. It allows the student to take on a more active role in their own education. I.e. creating new assignments and choosing how they would like to be assessed. How could one say that a genre which encourages, and emphasizes student development of learning is not challenging enough?

Trends only continue when those with the power to make a change either refuse, or are too overcome by the need to not be looked at as strange, do nothing. Graphic novels support learning both as assistance for ELL’s but also teach literary form and analytical skills as well as if not better than the traditional codex. The question should not be how do we incorporate Graphic Novels in to the classroom, we should be asking ourselves as teachers //__which__// Graphic Novel should we incorporate into the classroom.

**The Use of Graphic Novels for Differentiated Instruction**
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 * Jennifer Muchmaker**

In the above article by Andrew Miller, he mentions the use of the graphic novel for differentiated instruction as one of many suggestions. The use of graphic novels in the classroom is something that I was quite sceptical about. As an avid lover of reading and literature, I found it difficult to understand why someone would prefer reading a comic over a piece of deep literature. As a beginning teacher, I'm glad that I've had the opportunity to doff such mentality in so much as utilizing the use of graphic novels in my first unit for a combined grade 6/7 class on making inferences.

Even though in the classroom there were not any ELL's, there were quite a few reluctant readers. The task for the class was to read a selection from a text and create an inference ,based on clues from the text, on what they believed the text to be about from the selection given. I used scaffolding in my lessons and the class seemed to understand how to make an inference based on clues used as evidence, however, how could the reluctant readers show their work if they felt uncomfortable reading an excerpt from a novel (which is most commonly used).

One night, I racked my brain trying to figure how I was going to accommodate everyone in the class to complete the task at hand. I perused through my selection of books and had an epiphany when I picked up //Scott Pilgrim vs. The World,// a graphic novel by Bryan Lee O'Malley that my partner had tucked away in his book shelf. I continued perusing and had another epiphany when I picked up a player's guide for the video game Borderlands 2 that had the game's story written in the front cover. I had just heard some of the students raving about the game a few days prior. I thought long and hard, "Could students use these selections to create an inference? Could they pick out evidence from the text and try and figure out what it was about?" Why not? These texts were perfect for the reluctant readers because the graphic novel contained less text yet just as much detail, and the Borderlands 2 excerpt would appeal to the gamers in the classroom.

Sure enough, I incorporated the selections into the task. The students were able to choose from The Lion, the Witch, and the Wardrobe, Borderlands 2, or Scott Pilgrim vs. the World. Suddenly, a class that would shudder at the thought of reading and analysing were actually excited to make their selections. They were excited because a) they could actually choose their text and b) they have options that appealed to them. For the individuals who chose //Scott Pilgrm vs. the World,// they made their inferences by not only looking at the text itself, but looking at the images to help them gather evidence. Even though they were not reading as many written words, they were still doing the exact same task, just in a slightly different way.

In this experience, my opinion of the graphic novel has definitely changed. As Andrew Miller outlines, there is definitely a place for the graphic novel in the classroom. Just because they do not have as many words as traditional novels, they still offer a depth and complexity that students can enjoy analysing in a less threatening and/or overwhelming way.