Using Every Word and Image: Framing Graphic Novel Instruction in the Expanded Four Resources Model

Abstract

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.

StruggleIs Not a Bad Word: Misconceptions and Recommendations About Readers Struggling With Difficult Texts

“…On a related note, many researchers have promoted graphic novels as an easier and motivating alternative to traditional reading in middle and high school, including canonical literature and content area texts (see C.K. Meyer & Jiménez, ). Some researchers have suggested that the limited text makes graphic novels easier to read (Frey & Fisher, ) or that pictures provide context clues for vocabulary and narrative support, making the format easier to understand (Brozo, ).…”

“…Although pictures might support comprehension, and limited text might support a perception that the format is easier (Gavigan, ), graphic novels are, in fact, complex texts that require a unique set of skills to master (C.K. Meyer & Jiménez, ) and will not necessarily motivate all students to read (see Moeller, ).…”

“…Although pictures might support comprehension, and limited text might support a perception that the format is easier (Gavigan, 2010), graphic novels are, in fact, complex texts that require a unique set of skills to master (C.K. Meyer & Jiménez, 2017) and will not necessarily motivate all students to read (see Moeller, 2011). Recommendation 2: Motivate Readers Through Choice, Collaborative Learning, and Leveraging Knowledge. Instead of turning to an easier version of a text to engage students, we recommend focusing on the facilitative role of motivation: what might move a student to read.…”

A Suite of Strategies for Navigating Graphic Novels: A Dual Coding Approach

“…Whereas some students appear to read graphic novels effortlessly, other students are frustrated by them, avoiding them probably because they lack skills and strategies to read them effectively (Cook, ; Jiménez & Meyer, ; Meyer & Jiménez, ). A definite need exists to guide and support teachers to develop necessary skills and strategies so they, in turn, can support those nonexpert graphic novel readers in their classrooms.…”

Storied Lives: Teaching Memoir Writing Through Multimodal Mentor Texts

“…Considerable research over the past decade has indicated that reading and writing nontraditional texts such as these have value for engaging adolescent readers (Chisholm, Shelton, & Sheffield, 2017;Owens, 2013;Rowsell & Kendrick, 2013;Smythe & Neufeld, 2010;Vasudevan, Schultz, & Bateman, 2010) and representing FEATURE ARTICLE often marginalized identities (Gavigan & Albright, 2015;Kim, 2016;Park, 2016). Although many teachers and scholars are clearly enthusiastic about embracing multimodal literacies (Hansen, 2012;Rice, 2012;Sewell & Denton, 2011) and developing instructional models for reading and writing multimodal text (Costello, 2012;Meyer & Jiménez, 2017), the case for these texts may not be as settled as this research suggests.…”