Running head: GRAPHIC NOVELS IN THE SECONDARY ENGLISH CLASSROOM

Graphic Novels in the Secondary English Classroom

Carolyn Reynolds
University of West Georgia

GRAPHIC NOVELS IN THE SECONDARY ENGLISH CLASSROOM

"Shedding New Light on Graphic Novel Collections: A Circulation and Collection

Analysis Study in Six Middle School Libraries" by Karen W. Gavigan focuses on the rate of
student interest in graphic novels. The information was gathered from data related to library
activity in middle schools. Librarians were also interviewed about their perceptions. A prominent
variable in the popularity of graphic novels was the size of the collection within the library.
Many librarians are developing larger collections because of the ability of graphic novels to meet
Common Core standards.
The literature review covered a few different topics: circulation analysis, graphic novel
sales in North America, and graphic novels in K-12 schools. The literature regarding circulation
revealed much of what anyone in the education system already knows; budget cuts are making it
difficult for libraries to purchase relevant materials to add to their collections. Many libraries are
waiting for sufficient data from circulation to decide whether the purchasing of graphic novels
will be worth the cost. Currently, the circulation of graphic novels outweighs the presence of the
materials, even in college level libraries. Both the sales of comic books and graphic novels
support this phenomenon. The literature surrounding the use of graphic novels in K-12 schools
calls for the implementation of graphic novels in all subjects and levels, as well as with all types
of students, regardless of background.
The interpretative multiple-case study conducted in this article focused on "six public
middle school libraries, three in South Carolina and three in North Carolina" (Gavigan, 2014, p.
101). The characteristics of the schools, such as socioeconomic level, were varied for a more
realistic analysis. All used the same circulation program, allowing easier access to quantitative

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data. In addition to the acquisition of circulation data, librarians were surveyed. A mixedmethods approach was used, employing both quantitative and qualitative data.
The results of the study showed little correlation between the amount of graphic novels
offered and percent of circulation. In fact, there is a huge leap from the percentage of graphic
novels in the library's collection, such as 4.97 percent in one case, to the percentage of
circulation, 25.97 in the same case (Gavigan, 2014, p. 102). When discussing the way librarians
choose the graphic novels represented in their library, there was a significant difference tied to
socioeconomic level of the schools. Most notably, when asked about their selection methods,
"Librarians C and D use the Follett website to access professional review sources, since, as
Librarian D stated, they 'cant afford to purchase professional journals'" (Gavigan, 2014, p. 105).
However, all librarians reported some degree of allowing students to request the graphic novels
they would like to see in their library (Gavigan, 2014, p. 105). This is definitely something to
keep in mind in our own school libraries.
I believe that the study was conducted in such a way as to have accurate data about the
librarian side of the issue. However, I would like to have seen a student-based component, such
as another survey. This study is assessing the activity of students, but it does not look for the
student reasoning. For example, perhaps the difference in percentage of circulation is that their
librarian recommends graphic novels to them, or their family member also read graphic novels. I
would like to know how many watch comic-based television shows and movies.
From this study, I learned that we need to take more time to analyze what students want
to read in our classrooms. Often, we stick to the same curriculum because we already have lesson
plans and materials, but that does not reflect student opinion. I also learned that students really

GRAPHIC NOVELS IN THE SECONDARY ENGLISH CLASSROOM

do enjoy graphic novels, and it is not just the most recent trend for teachers to try and stay
relevant with students. I would like to analyze similar data in my school library, though I already
know that many of my students read graphic novels. I am looking forward to teaching
"Persepolis" this year.
The article, "'Your Credibility Could Be Shot': Preservice Teachers Thinking about
Nonfiction Graphic Novels, Curriculum Decision Making, and Professional Acceptance" by L.
Spencer Clark, investigates the attitudes of preservice teachers toward using nonfiction graphic
novels in social studies. The participants first "evaluated several graphic novels and identified
attributes of graphic novels that could contribute to students development of historical thinking
and understanding of multiple perspectives" before being asked whether or not they would use
them in their classrooms (Clark, 2013, p. 38). Though these preservice teachers could see the
value in incorporating graphic novels in their classroom, they were hesitant to include them. The
majority were concerned with the attitudes of their future schools and wanting to fit in with that
community, "over their intention to use resources that they deemed engaging and beneficial for
student learning" (Clark, 2013, p. 38). This is indicative of the implementation of any new
materials.
As the author suggests, it is difficult to find a study on the use of graphic novels in the
classrooms as it is a relatively new subject. The existing literature discusses the ability of graphic
novels to encourage reluctant readers to read, and "aid less skilled readers in reading
comprehension (Clark, 2013, p. 39). They have also been cited as supporting interdisciplinary
lessons and media literacy. By integrating graphic novels into history lessons in the social studies
classroom, students become immersed in history that was once only a section in the textbook,

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"allowing students to develop a more diverse understanding of history through multiple

interpretations that challenge their prior understanding of historical situations" (Clark, 2013, p.
40). This strategy can also be used in the English classroom, reinvigorating the once boring
nonfiction text.
Clark conducted his case study with twenty-four participants from Utah State University.
These students "were preservice teachers in an undergraduate secondary social studies methods
course at a large midwestern state university" (Clark, 2013, p. 40). He chose this class for his
study based on the applicable nature of the content traditionally covered. He did not have control
over the demographics of the course. Students read two graphic novels over the course of two
weeks: Howard Zinns A Peoples History of American Empire and a choice of twelve graphic
novels (Clark, 2013, p. 40). Students participated in discussions in a forum, in groups, and as a
class. Data was collected from "six discussion forum posts on an online discussion board; postit
notes, on which students recorded their thoughts while reading the novels; a written analysis of
the graphic novels, with students discussing the attributes of graphic novels, their educational
value, and their place in the curriculum; and individual interviews with six students, conducted
by the researcher, in which the students self-selected to participate" (Clark, 2013, p. 40).
The results of this study showed that preservice teachers are concerned about how they
will appear to existing teachers at their new schools, making them reticent to try new things in
their first year. They saw the value in using the graphic novel as a way to enhance historical
context, but were concerned, specifically with Zinn's A People's History of American Empire, to
appear to be "advocating anti-American curriculum" since the graphic novel includes opinions

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and occurrences not typically discussed in the traditional curriculum (Clark, 2013, p. 43). This is
extremely important in our current political environment.
I think that conducting this type of study with preservice teachers is pertinent because
they are not yet ingrained with the need to say what is expected of them. Many teachers claim to
be using instructional strategies and materials that they are not simply because they know it is a
growing trend in education. The fact that these preservice teachers are scared to appear too eager
and innovative is indicative of the educational system. Even after teaching for a few years, I
often feel the same way when I suggest new ways to do old things to my department. They will
nod their heads at the meeting, but email me later chastising me for making them do something
new that they interpret as more work. I would love to see this type of study followed up after a
few years to see if any of those new teachers are using graphic novels, or if they allow their
schools to keep them quiet.
From this study, I learned that we need to continue learning. There are so many different
strategies to reach our students and reinvigorate our teaching. If we are constantly scared to learn
new things, our students will be disengaged and stop participating in our tired curriculum. There
is a free PDF of the graphic novel Maus online, and I am sure many others are available in free
or cheap formats. We need to stop letting budgets, parent opinions, and old-school teachers keep
us from our best practices.
"Comprehension Strategies in Practice Through a Graphic Novel Study" by Maureen A.
Sloboda, Beverley A. Brenna, and Cheryl Kosowan-Kirk investigates the use of graphic novels
in a reading support program. Five fifth and sixth graders participated due to their history of
needing reading support. Beneficial results observed were an "application of reading

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comprehension strategies, developing increased vocabulary knowledge, avid reading, active

reading where students have multiple alerting influences to keep them attentive throughout the
reading task, and dramatic oral reading events where students put visual information about
characters into their textual dialogue" (Sloboda, Brenna, & Kosowan-Kirk, 2014, p. 17). The
results support an assumption that using graphic novels in the classroom would be beneficial for
both genral and special education populations.
In the literature review, the researchers analyzed constructivist theory. According to
constructivist theory, students learn through social interaction. Different backgrounds and
experiences "result in a diversity of cultural tools afforded to children," and we need to access
this knowledge (Sloboda, Brenna, & Kosowan-Kirk, 2014, p. 17). Typically, struggling readers
come from a different background than the majority of their peers. The study claims to have
applied constructivist theory by using graphic novels as a way to "engaging students in an
interactive method of teaching and learning, for the purposes of targeting inferential
comprehension strategies" (Sloboda, Brenna, & Kosowan-Kirk, 2014, p. 18). By participating in
interactive activities with each other, students develop common experiences.
This qualitative study involved five urban elementary school participants in grades five
and six. These students were selected because of their status as struggling readers despite being
of average intelligence. Their deficiencies were identified as being "deriv[ed] from different
cultural experiences and unique responses to general classroom instruction" (Sloboda, Brenna, &
Kosowan-Kirk, 2014, p. 17). The 18 sessions took 45 minutes each, over a course of nine weeks,
as part of the "Read to Succeed" program (Sloboda, Brenna, & Kosowan-Kirk, 2014, p. 18).
Data was collected by "informal discussions with students, and semi-structured protocols in the

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form of written questionnaires and interviews" (Sloboda, Brenna, & Kosowan-Kirk, 2014, p. 18).
A lot of the data appears to come from the "Read to Succeed" program, rather than as additional
data.
At the end of the study, students wanted more time to read for pleasure. Part of this was
due to students beginning to view reading as a problem-solving activity instead of being scared
my unfamiliar words (Sloboda, Brenna, & Kosowan-Kirk, 2014, p. 19). By being able to see the
character speaking, students were able to better internalize the characters, thus making their oral
readings more dramatic and authentic. Reading graphic novels "support[s] more reading, more
enthusiasm for reading, and more comprehension during reading," and according to the data,
"students will be practicing and refining their reading skills and strategies, increasing vocabulary,
for example, to the benefit of their overall reading development" (Sloboda, Brenna, & KosowanKirk, 2014, p. 20). If this prediction is accurate, it solidifies the growing importance of graphic
novels in the English Language Arts classroom.
This research study needed more literature reviewed. They relied on constructivist theory
as the basis of their study. Because of this lack of substantiation, it read more as a detailed
retelling of their "Read to Succeed" program than a well-planned study. I would like to see more
research cited to back up decisions made. I would also like to see more detailed data than
anecdotal evidence. Even the anecdotes do not seem substantiated by the collection of data that
they claim to have done.
From this study, I learned that students will enjoy and gain confidence reading graphic
novels. One aspect mentioned, that I had not considered, was the ability to understand the
emotions of the characters better by seeing the images. This could be especially useful with

GRAPHIC NOVELS IN THE SECONDARY ENGLISH CLASSROOM

struggling readers to help them connect with stories that were once just words on paper. As said
in the article, it would be nice for students to be assigned characters to read aloud. That would
allow them to use the images as a cue for emotion.
This assignment has been very eye-opening in regards to the use of graphic novels. I can
see this becoming more mainstream in the near future. I am interested in this topic as I work with
9th grade students who have varying backgrounds. My department recently purchased a class set
of the graphic novel Persepolis, which I am very nervous about teaching. Like the preservice
teachers, I am concerned about the opinions of my coworkers, some of which are against the
slightest innovation. I have also never taught a graphic novel, so it will be completely new for
me as well. Reading this articles has made me feel a little more at ease with the idea.

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10

Resources
Clark, J. S. (2013). Your Credibility Could Be Shot: Preservice Teachers Thinking about
Nonfiction Graphic Novels, Curriculum Decision Making, and Professional Acceptance.
Social Studies, 104(1), 38-45.
Gavigan, K. W. (2014). Shedding new light on graphic novel collections: a circulation and
collection analysis study in six middle school libraries. School Libraries Worldwide, (1),
97.
Sloboda, M. A., Brenna, B. A., & Kosowan-Kirk, C. (2014). Comprehension Strategies in
Practice Through a Graphic Novel Study.Journal Of Reading Education, 39(2), 17-22.