Why Graphic Novels?

Skeptics Ask … …isn’t interpreting pictures in graphic novels easier than reading plain text?

…are we “dumbing down” the

expectations?

They utilize multiple intelligences:

Linguistic

Spatial

Interpersonal

Source: Lyga, A. & Lyga, B., (2004)

Linguistic Intelligence:

• These types of learners enjoy writing and are very good with words.

• Graphic novels tend to challenge

these types of learners by requiring the reader to infer meaning from the word and wordless panels.

Spatial Intelligence:

• These types of people with this type of intelligence are visual learners.

• Graphic novels provide a visual representation of what is occurring in their heads as they read so this format is a natural and comfortable fit for this learner.

Interpersonal Intelligence:

• These children are good communicators and understand others' feelings and motives.

• These types of learners enjoy reading graphic novels "because the visual components tap into their strong sense of people, feelings, and intuitions."

They help teach visual literacy:• Graphic novels by their very nature

help the student who struggles with visualizing while reading.

• They provide a balance of text and graphics (visual cueing) so the student is aided in the interpretation.

• Give the students a "comfort zone" with reading.

Source: Lyga, A. & Lyga, B. (2004)

Reluctant ReadersCharacteristics of reluctant readers:• Can read• Intimidated by

text• Struggle to

decode

Graphic novels can help:• Provide picture

clues• Less text = less

intimidating• Seem easier due

to pictures

Source: Lyga, A. & Lyga, B. (2004)

Visually Dependent Students:• Due to a constant barrage of visual

stimuli, students have become accustomed to immediate feedback and hard to miss visual clues (Lyga, 2004).

• These students are unlike the reluctant readers and the child who cannot visualize. These students simply "don't want to be bothered.“

Source: Lyga, A. & Lyga, B. (2004)

Sources Used: Butcher, K. T., & Manning, M. L. (2004). Bringing Graphic

Novels into a School’s Curriculum. The Clearing House, 78(2), 67-71. Retrieved October 17, 2009 from Wilson Web database.

Carter, J. B. (2009). Going Graphic. Educational Leadership, 66(6), 68-72. Retrieved October 17, 2009 from Wilson Web database.

Dickinson, G. (2007). The question: Where should I shelve graphic novels?. Knowledge Quest, 35(5), 56-57. Retrieved October 17, 2009 from Wilson Web database.

Sources Used:

Lyga, A. A. W., & Lyga, B. (2004) Graphic Novels in Your Media Center. Westport, CT: Libraries Unlimited.

Mooney, M. (2002). Graphic novels: How they can work in libraries. Book Report, 21(3), 18-19. Retrieved on October 17, 2009 from Wilson Web database.

Sources Used:

Rudiger, H. M., & Schliesman, M. (2007). Graphic Novels and School Libraries. Knowledge Quest, 36(2), 57-59. Retrieved October 17, 2009 from Wilson Web database.

Schwartz, G. E. (2002). Graphic Novels for Multiple Literacies. Journal of Adolescent & Adult Literacy 46(3), 262-265. Retrieved October 17, 2009 from Wilson Web database.

Weiner, S. (2002). Beyond Superheroes: Comics Get Serious. Library Journal, 127(2), 55-58. Retrieved October 17, 2009 from Wilson Web database.