Literature Review
When we think of visual literacy a connection can be made between reading text and viewing images. Using resources like graphic novels or comics, requires a reader to apply reading skills as well as the ability to read frames, speech bubbles, and other graphic features (Monnin, 2010). For students to be prepared for the 21st century environment, students must be able to access and interaction with both print and visual literacy. Both literacies require a certain level of visual awareness and comprehension development from readers, which in turn supports student ability to interpret the world around them. Comics and graphic novels provide the ideal vehicle for both print and visual literacy skill to be developed in the classroom (Gillenwater, 2009).
According to McCloud (1993), comics are considered to be “pictorial and other images,” making them a fundamentally visual medium (pg.9). This type of visual medium has the ability to engage students in their own learning. For example, the use of comics in introductory physic class motivated students to understand the physic application that moved beyond the lower levels of Blooms taxonomy of identify and recall according to Kakalio (2002). Comics are naturally inviting in the classroom, which makes them a useable visual instructional tool. According to Mayer’s (1990) research, illustrations consistently improve student performance on recall conceptual material and resourceful critical thinking areas. Due to the dramatically reduced text of many comics make them manageable and the language profitable for even beginning level readers, according to Stephen Cary, a second language learner specialist and author. This reduction of text eliminates the time it might take to translate the text for emergent bilinguals or any readers with a range of language abilities. However, what it does is reduces the frustrations and extend the “bridge” that Yang (2008) refers to as a way of leading all students smoothly between the media they watch and the media they read (p. 167). Some people relate sequential art narratives with low level readers, but because of its appeal to a wider audiences it is a useful tool for many population subgroups as well as social subgroups. Therefore this leads to the rationale of why graphic novels and comic strips should be included in the curriculum. Based on a study by Wright and Sherman (1999) which listed three arguments for the inclusion of comic strips in a language arts classroom. First, their study revealed a high level of interest in the genre. Second, the wide circulation of graphic novels and comic strips makes them a practical source for instructional material. Third, most comic strips have low readability levels, with words and sentences which are linguistically appropriate for elementary and middle school readers (Lin, C., 2003, p.4). Additional research found that student’s level of reading engagement was more important than socioeconomic background as a predictor of literary performance (Chun, 2009). Therefore increasing student engagement through reading by using resources like comics or graphic novels can nurture the love of reading that can consequently eliminate socioeconomic barriers. Furthermore, increasing student engagement in reading will eventually lead students to access into social groups and networks in the classroom. Since graphic novels and comics have the ability to engage hesitant readers and support various readers’ literacy backgrounds, educators should consider using it as tool for reading in the classroom. This requires educators to be more turned into what all learners need as 21st century reader. By bringing this type of resource into the classroom, educators can build on students’ visual literacy, vocabulary, reading comprehension, and writing skills
According to McCloud (1993), comics are considered to be “pictorial and other images,” making them a fundamentally visual medium (pg.9). This type of visual medium has the ability to engage students in their own learning. For example, the use of comics in introductory physic class motivated students to understand the physic application that moved beyond the lower levels of Blooms taxonomy of identify and recall according to Kakalio (2002). Comics are naturally inviting in the classroom, which makes them a useable visual instructional tool. According to Mayer’s (1990) research, illustrations consistently improve student performance on recall conceptual material and resourceful critical thinking areas. Due to the dramatically reduced text of many comics make them manageable and the language profitable for even beginning level readers, according to Stephen Cary, a second language learner specialist and author. This reduction of text eliminates the time it might take to translate the text for emergent bilinguals or any readers with a range of language abilities. However, what it does is reduces the frustrations and extend the “bridge” that Yang (2008) refers to as a way of leading all students smoothly between the media they watch and the media they read (p. 167). Some people relate sequential art narratives with low level readers, but because of its appeal to a wider audiences it is a useful tool for many population subgroups as well as social subgroups. Therefore this leads to the rationale of why graphic novels and comic strips should be included in the curriculum. Based on a study by Wright and Sherman (1999) which listed three arguments for the inclusion of comic strips in a language arts classroom. First, their study revealed a high level of interest in the genre. Second, the wide circulation of graphic novels and comic strips makes them a practical source for instructional material. Third, most comic strips have low readability levels, with words and sentences which are linguistically appropriate for elementary and middle school readers (Lin, C., 2003, p.4). Additional research found that student’s level of reading engagement was more important than socioeconomic background as a predictor of literary performance (Chun, 2009). Therefore increasing student engagement through reading by using resources like comics or graphic novels can nurture the love of reading that can consequently eliminate socioeconomic barriers. Furthermore, increasing student engagement in reading will eventually lead students to access into social groups and networks in the classroom. Since graphic novels and comics have the ability to engage hesitant readers and support various readers’ literacy backgrounds, educators should consider using it as tool for reading in the classroom. This requires educators to be more turned into what all learners need as 21st century reader. By bringing this type of resource into the classroom, educators can build on students’ visual literacy, vocabulary, reading comprehension, and writing skills