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Assignment 5: Research on Visual and Media Literacy

Research Topic: Using Graphic Novels for Learning
Jamie Wilbanks
University of West Georgia
MEDT 7490
Dr. Yun-Jo-An

Article 1

The first article that I chose to analyze was Exploring Graphic Novels for Elementary
Science and Mathematics. This article was written by Suzanne Nesmith, Sandi Cooper, and
Gretchen Schwarz. This article was a qualitative study that was conducted to explore teachers
perspectives about using graphic novels in the elementary school classroom as well as their
perspective of using graphic novels when teaching math and science content.

This study was conducted using eleven participants. Seven of the participants were
currently teaching in an elementary classroom while the other four participants were professors
at the University. Trade books for the study were made on the basis of current availability and a
diverse sample of text structure and format. There were three graphic novels chosen for
mathematics and three graphic novels for science. This qualitative research study results were
collected through a series of evaluation forms and focus groups. A guide was created to help
educators use when reviewing the graphic novels used in the study. The guide contains six math
standards, six science standards, and six literacy standards for graphic novels. The guide used a
five point Likert scale for each of the criteria. The participants ratings were used to guide the
focus group discussions.

Data analysis from this study used the Miles and Huberman method of analysis to
transcribe focus group sessions and written comments from participants from their completed
review guides. The data suggest a common them that teachers had a difficult time defining what
a graphic novel was. They also suggested like any new medium in the classroom graphic novels
will be met with resistance and hesitance. However, the teachers also found a number of benefits
of using graphic novels in the classroom. Data compiled from the focus groups and evaluation
forms show that boys enjoyed the graphic novels, gifted students would enjoy them, they meet
the needs of a wide range of readers, they are good for use with ESL students, they integrate
multiple ethnicities, and they use a writing style that students can relate to. Overall the teachers
also expressed concern with the amount of math and science content in the novels. Teachers also
expressed concern about possible negative reactions from parents. The question was asked
whether graphic novels can be good literature and rich in content.

I believe that graphic novels can be a beneficial tool in the classroom. Graphic novels can
be very motivational and get students excited about learning. Graphic novels also provide a
student like writing style that is easy to read. I enjoy using graphic novels in my classroom. I like
to expose kids to these graphic novels because I have seen it spark an interest in reading that was
not previously there. However, I do believe it can be hard to find graphic novel that align to the

standards that are being taught. Graphic novels are a good tool to use in the classroom and I will
continue to use them in my teaching.

Source:
Nesmith, S., Cooper, S., & Schwarz, G. (2011). Exploring Graphic Novels for Elementary
Science and Mathematics. School Library Media Research, 14

Article 2

The second article that I chose to analyze was How Graphic Novels Support Reading
Comprehension Strategy Development in Children. This article was written by Beverley Brenna.
This article was a qualitative case study that looked at the relationship between reading
comprehension strategies through the use of graphic novels. The research questions focused on
what reading comprehension strategies can students learn to apply when reading age appropriate
graphic novels. This study also looked at different ways graphic novels can support students
reading development. The study used two types of strategies to support reading comprehension
strategies when using graphic novels. They used keys which is comprehension strategies that
can be used with graphic novels. They also used master keys which is a comprehension
strategy that can be used with a variety of textual forms.

This study was conducted in a fourth grade rural classroom at Cloverdale School. The
study took place over a five week time period over ten one hour long sessions. The classroom
was comprised of 21 students, a classroom teacher, and a support teacher. The students all had
varied reading interest, abilities, cultures, languages, socioeconomic status and family
background. The study used a combination of classroom observation, informal discussion, and
small group activities. Data was examined by the researchers and found several links between
the research objective and the research outcomes. Results of this research study are uncertain and
contextualized due to the fact that this is a case study research.

At the beginning of the study students did not show preference for graphic novels.
Through implementation of the study students began to have a preference for graphic novels
when reading for pleasure. Students also began to show interest in self-selecting graphic novels
from the classroom collection. When reading graphic novels students used different strategies
based on awareness of self, awareness of task, and awareness of text. Some of the different
strategies used were responding through drama, summarizing, making inferences based on
context, interpreting onomatopoeia, and locating narration.

I found this article to be very interesting. I never thought about the link between using
graphic novel to employ different reading comprehension strategies. I do however believe that
using graphic novels in the classroom can have a positive impact on students interest in reading.
Thus leading to an increased reading level and increased comprehension.

Source:
Brenna, B. (2013). How graphic novels support reading comprehension strategy development in
children. Literacy, 47(2), 88-94. doi:10.1111/j.1741-4369.2011.00655.x

Article 3

The last article that I chose to analyze was Your Credibility Could be Shot:Prservice
Teachers Thinking about Nonfiction Graphic Novels, Curriculum Decision making, and
Professional Acceptance. This article was written by J. Spencer Clark. This research article

examined the significance of using graphic novels as narratives when teaching social studies
curriculum. Graphic novels were reviewed by preservice teachers to identify attributes that could
contribute to students social studies historical narratives. These narratives have a significant
impact on students historical understanding and knowledge. This research article states that
multiple subject areas can employ the use of graphic novels when teaching the curriculum. The
number of graphic novels that have relevant to the social studies curriculum has increased greatly
over the past ten years.

The author of this research case study used 24 participants who were taking her social
studies methods class. These preservice teachers attended a Midwestern State University.
Participants were only chosen based on the fact that they were taking the social studies methods
course that the researcher taught. This means there was no control over the demographics of
those who chose to participate and analyze data. Throughout the course of the case study each
student read two novels over the course of a two week period. Each students first graphic novel
was the same. For the second graphic novel the students got to pick which one they wanted to
read from 12 different choices. The case study data was collected in a discussion board forum
which took place in a small group setting and then as an entire class.

Preservice teachers were not excited about reading graphic novels in their social studies method
course. However, after they read the graphic novels and participated in the discussion. They all
agreed that content was valuable and educational. All of the preservice teachers stated that they
thought the use of graphic novels would be valuable and engaging for unmotivated readers.
These preservice teachers found great value in using graphic novels in their classrooms.
However, they all had reasons as to why they would not be able to use graphic novels in their
future schools. Concerns about using graphic novels in the classroom were that preservice
teachers were worried about their professional acceptance. They were concerned about how they
would be viewed by their community, colleagues, and administrators.

I found the findings of this case study to be very interesting. I was surprised that the
majority of the preservice teachers found it more important to be accepted by their school
community rather than use resources that were engaging and beneficial to students. I believe in
taking risks in my classroom and using technology and new resources that will spark my
students imagination and be beneficial in their learning and development.

Source:

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.

Overall Review

I chose to research three articles that focused around the use of comic strips/graphic
novels in the classroom. I found a wide range articles that researched how graphic novels were
used in the classroom to target curriculum and reading comprehension. All of the articles showed
that the use of graphic novels was effective in student engagement and learning. I personally
have found the use of graphic novels to beneficial in teaching and developing a students desire
to read. Graphic novels have allowed my students to become independent readers and developed
their critical thinking skills.