Teaching with Comics for the First Time - Traditional Literacy and Non-Traditional Texts in Content Area Classrooms

Aug 28, 2026

Uploaded by Liam

A research project examines literacy practices formed around the comics medium when two secondary teachers used graphic novels for the first time in their classroom instruction. Grounded in literacy as social practice, the study applies ethnographic methods to two case study classrooms. Constant comparative and interpretive analyses identify six instructional literacy practices, including discussion Q&A, lecture, multiple-choice answering, read-aloud, writing about comics, and drawing comics. It also reviews enduring debates about comics’ educational value and credibility in mainstream contexts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages31

Reading Time1 h 18 min

AccessFree to download

Teaching with Comics for the First Time

Traditional Literacy and Non-Traditional Texts in Content Area Classrooms

Comics in the Classroom

Teaching with Comics for the First Time: Traditional Literacy and Non-Traditional Texts in Content Area Classrooms DANI KACHORSKY BROPHY COLLEGE PREPARATORY STEPHANIE F. REID UNIVERSITY OF MONTANA This research project examines the literacy practices that developed and were implemented around the comics medium when two secondary teachers (one AP Science and one AP English) used graphic novels for the first time in their classroom instruction. Drawing from the view of literacy as a social practice, the researchers used ethnographic methods to examine the two case study classrooms. Using constant comparative analysis and interpretive analysis, the researchers identified six literacy practices the teachers used to teach with and about the graphic novels including Q&A, lecture, answering multiple choice questions, reading out loud, writing about comics, and drawing comics. Comics have a long and contentious relationship with education. Since the 1930s, the use of comics in classrooms and other educational settings has met with mixed reception (Hutchinson, 1949; Muzumdar, 2016; Yang, 2003) . Concerns regarding the content of comics, their influence on children, and their overall educational value were--and continue to be--much debated by parents, educators, and society at large (Dorrell et al., 1995) . Critics of comics suggest the medium lacks literary merit (Maher, 2018; Nesmith et al., 2011), can psychologically harm children through violent representations (Wertham, 1954; Yang, 2003), and leads to a disinterest in traditional reading (Dorrell et al., 1995; Yang, 2003) . We recommend visiting Gene Yang’s (2003) History of Comics in Education website for a more detailed and historicized discussion of critiques leverages against comics. In contrast, proponents of comics point to their educational value citing comics’ ability to motivate, engage, and interest readers (e.g., Hutchinson, 1949; Jennings et al., 2014; Millard & Marsh, 2001; Sones, 1944) and to support the traditional, visual, critical, and content area literacy development of readers (e.g.,(Bosma et al., 2013; Chase et al., 2014; Dallacqua & Sutton, 2014; Gillenwater, 2014; Hosler & Boomer, 2011; Khordoc, 2001; Low, 2015; Ranker, 2007) . Despite comics’ historically tenuous acceptance as an educational tool, the medium has gained extensive popularity in mainstream circles. Today, comics’ readership is extensive with over forty-two million Americans identifying as comic book readers (Schenker, 2014) . This readership is also increasingly diverse with content often targeting women, people of color, children, and middle grade readers (Riesman, 2017; Serafini et al., 2018) . Additionally, in recent years, many comics have been adapted for film and television making comic book characters household names. Furthermore, in recent years graphic novels for children and adolescents have received prestigious awards and honors (e.g., American Born Chinese, Eisner Award, National Book Award Finalist, and Printz Award; El Deafo (Eisner Award and Newbery Honor Book; March: Book One Coretta Scott King Honor and Robert F. Kennedy Book Award; and March: Book Three, Coretta Scott King Award; Eisner Award, National Book Award, Printz Award, Sibert Award, YALSA Award for Excellence in Nonfiction for Young Adults) . These graphic novels, in many cases, were the first comics to receive a particular award. Such acknowledgement by awards committees speaks to a shifting view towards legitimacy of the comics medium in mainstream culture. COMICS IN THE CLASSROOM Before we proceed, it should be noted that we use the term comics to refer “to the medium itself”and “not a specific object” such as a comic book or graphic novel (McCloud, 1993, p. 4). McCloud (1993) defines the medium as “juxtaposed pictorial and other images in deliberate sequence, intended to convey information and/or produce an aesthetic response in the viewer” (p. 9) . As a medium, comics are easily recognizable b

FAQs

What does the study investigate about using comics in classrooms?

It examines literacy practices developed and implemented when two secondary teachers used graphic novels for the first time in their instruction.

What research methods and analyses are used?

Ethnographic methods are used on two case study classrooms, followed by constant comparative analysis and interpretive analysis.

Which literacy practices are identified for teaching with and about graphic novels?

The study identifies six practices: Q&A, lecture, answering multiple-choice questions, reading out loud, writing about comics, and drawing comics.

Aug 28, 2026

Uploaded by Liam