Abstract:Survey methods were employed to learn more about teachers’ attitudes toward graphic novels and how graphic novels are used in their classrooms. Questions explored participants’ attitudes and actual classroom use. The survey research sought to determine if teachers are open to using graphic novels and the extent of their willingness to do so. Though teachers report willingness to use graphic novels and other graphica, they are limited in their attempts to do so by lack of instructional models, lack of graphic n… Show more
“…An abundance of quality graphic novels, comic books, magazines, and digital texts are now available to share with students, and these alternative texts are often highly engaging, particularly for reluctant readers (Schwarz, ). Many graphic novels, for example, have merit in terms of both literary quality and interest level, yet they are often overlooked in the elementary classroom library (Lapp, Wolsey, Fisher, & Frey, ). Examples of excellent graphic novels include Rapunzel's Revenge by Shannon Hale and Dean Hale, Smile by Raina Telgemeier, and El Deafo by Cece Bell.…”
Section: Four Research‐based Principles Of Interest and Readingmentioning
In an educational climate in which many teachers may feel the tension between achieving grade‐level literacy standards and creating lifelong readers, interest can be a powerful mediator that impacts students’ cognitive and affective experiences with reading. This practical article presents four research‐based principles of reading interest—individual interests, situational interest, text‐based interest, and interest regulation—and describes how each can be used and implemented in the classroom to nurture motivated and resilient readers.
“…An abundance of quality graphic novels, comic books, magazines, and digital texts are now available to share with students, and these alternative texts are often highly engaging, particularly for reluctant readers (Schwarz, ). Many graphic novels, for example, have merit in terms of both literary quality and interest level, yet they are often overlooked in the elementary classroom library (Lapp, Wolsey, Fisher, & Frey, ). Examples of excellent graphic novels include Rapunzel's Revenge by Shannon Hale and Dean Hale, Smile by Raina Telgemeier, and El Deafo by Cece Bell.…”
Section: Four Research‐based Principles Of Interest and Readingmentioning
In an educational climate in which many teachers may feel the tension between achieving grade‐level literacy standards and creating lifelong readers, interest can be a powerful mediator that impacts students’ cognitive and affective experiences with reading. This practical article presents four research‐based principles of reading interest—individual interests, situational interest, text‐based interest, and interest regulation—and describes how each can be used and implemented in the classroom to nurture motivated and resilient readers.
“…Much of the scholarship around using graphic novels in the classroom has ignored the design elements of graphic novels and the scaffolds that are likely needed to ensure that students know how to read the multiple cuing systems (Chase, Son, & Steiner, ; Connors, ; Pantaleo, ). One survey study of elementary teachers found that the respondents considered themselves novice graphic novel readers at a loss as to how to instruct students in selecting, evaluating, and reading graphic novels (Lapp, Wolsey, Fisher, & Frey, ). Connors suggested that the reasons for the limited understanding may be a result of the lack of teacher preparation and professional development directly related to multimodal texts:Nor is visual literacy the subject of professional development programming for in‐service teachers with any degree of frequency.…”
Section: Graphic Novels As Multimodal Textmentioning
In many classrooms, teachers have started to incorporate graphic novels in classroom instruction. However, research has suggested that some readers may have limited understanding of how to read graphic novels, which can create challenges for teachers using the medium. Drawing from a larger study, this article highlights two cases, an expert graphic novel and an expert traditional print text reader, to illustrate how the expanded four resources model may be used as a framework to guide novice graphic novel readers as they engage with graphic text. The article provides next steps for educators as they begin their journey with graphic novels.
“…Access to resources and digital tools continues to present obstacles in many schools (Rowsell, Morrell, & Alvermann, 2017). Teachers who embrace multimodal texts may be hampered in teaching them effectively because of limited knowledge of the genre or instructional approaches (Lapp, Wolsey, Fisher, & Frey, 2011), or criticism from parents, administrators, or even students (Hansen, 2012). One type of multimodal text, graphic novels, has been questioned by students as not legitimate for "real" reading (Moeller, 2016).…”
In this article, the authors, two teacher educators and three high school teachers, examine the impact of a professional development seminar held in spring 2017. In that seminar, participants read and composed brief autobiographical sketches in a variety of media and learned a new lexicon for multimodal close reading, composition, and design. Using narrative inquiry, the three coauthoring teachers reflected on the importance and anxiety of being positioned as multimodal writers, and their subsequent interaction with multimodal mentor texts in their classrooms. The authors contend that teachers must move beyond conventional textual autobiography and memoir. Expanding teachers’ comfort with multimodal mentor texts is essential for their and their students’ literacy development. Building a lexicon for close reading and composing with multimodal texts can inspire students and empower teachers to invite autobiographical writing into their instruction and teach autobiography and memoir as acts of design.
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