Crafting a Critical Literacy Skillset: An Improved Use of Visual Modalities

James O. Barbre

Abstract


The goal of literacy development at schools is a standing feature of the curriculum. In spite of this, the means to develop critical thinking in students often comes up short. The development of literacy and critical thinking can be presented in engaging and memorable ways, but schools often defer to what they have done in the past; namely through textbooks and worksheets. This article will argue that the greater and structured incorporation of graphic novels and comic literature, but from a critical literacy perspective, will have the effect of increasing engagement of the subject matter. A closer engagement through visual means, coupled with a teaching pedagogy that directly supports critical literacy skill development builds the best experience and engagement of student learning.

Keywords


Graphic Novels, Comic Literature, Critical Literacy, Modalities, Analysis, Literacy Instruction

Full Text:

PDF

References


Boerman-Cornell, W. (2015). Using Historical Graphic Novels in High School History Classes: Potential for Contextualization, Sourcing, and Corroborating. The History Teacher, 48(2), 209-224. Retrieved from http://www.jstor.org/stable/43264401

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

Bridges, E. (2009). Bridging the Gap: A Literacy-Oriented Approach to Teaching the Graphic Novel Der erste Frühling. Die Unterrichtspraxis / Teaching German, 42(2), 152-161. Retrieved from http://www.jstor.org/stable/40608634

Chute, H. (2008). Comics as literature? Reading graphic narrative. PMLA, 123(2), 452-465. Retrieved from http://www.jstor.org/stable/25501865

Clark, J. (2013). Encounters with historical agency: The value of nonfiction graphic novels in the classroom. The History Teacher,46(4), 489-508. Retrieved from http://www.jstor.org/stable/43264152

Connors, S. P. (2015). Expanding students' analytical frameworks through the study of graphic novels. Journal of Children's Literature, 41(2), 5-15. Retrieved from http://proxyeast.uits.iu.edu/login?url=https://search-proquest-com.proxyeast.uits.iu.edu/docview/1734735898?accountid=11648

Dias, E. (1946). Comic books--A challenge to the English teacher. The English Journal, 35(3), 142-145. doi:10.2307/806781

Duncan, R., Smith, M., and Levitz, P. (2015). The power of comics: History, form, and culture (2nd ed.). London: Bloomsbury. doi: 10.5860/choice.47-4236

Frederick, A., Crampton, A., & David, S. (2019). Annotated bibliography of research in the teaching of english. Research in the Teaching of English, 53(3), AB1-AB43. Retrieved from http://proxyeast.uits.iu.edu/login?url=https://search-proquest-com.proxyeast.uits.iu.edu/docview/2196368972?accountid=11648

Gorlewski, J., & Schmidt, J. (2011). Research for the classroom: Graphic novels in the classroom: Curriculum design, implementation, and reflection. The English Journal, 100(5), 104-107. Retrieved from http://www.jstor.org/stable/23047812

Hassett, D., & Schieble, M. (2007). Finding Space and Time for the Visual in K-12 Literacy Instruction. The English Journal, 97(1), 62-68. doi:10.2307/30047210

Jacobs, D. (2007). More than Words: Comics as a Means of Teaching Multiple Literacies. The English Journal, 96(3), 19-25. doi:10.2307/30047289

Jadallah, E. (2000). Constructivist learning experiences for social studies education.The Social Studies, 91(5), 221-225. Retrieved from http://proxyeast.uits.iu.edu/login?url=https://search-proquest-com.proxyeast.uits.iu.edu/docview/274610499?accountid=11648

Jones, W. (2017). Classics illustrated: A cultural history. North Carolina: McFarland and Co.

King, A. (2012). Cartooning History: Canada's Stories in Graphic Novels. The History Teacher, 45(2), 189-219. Retrieved from http://www.jstor.org/stable/23265919

Labio, C. (2011). What's in a name?: The academic study of comics and the "graphic novel". Cinema Journal, 50 (3), 123-126. University of Texas Press. Retrieved June 26, 2018, from Project MUSE database. doi: 10.1353/cj.2011.0033

Letcher, M. (2008). Off the Shelves: Graphically Speaking: Graphic Novels with Appeal for Teens and Teachers. The English Journal, 98(1), 93-97. Retrieved from http://www.jstor.org/stable/40503218

Lopes, P. (2006). Culture and stigma: Popular culture and the case of comic books. Sociological Forum, 21(3), 387-414. Retrieved from http://www.jstor.org/stable/4540949. doi: 10.1007/s11206-006-9022-6

Michell, M. (2006). Teaching for Critical Literacy: An Ongoing Necessity to Look Deeper and Beyond. The English Journal,96(2), 41-46. doi:10.2307/30047126

Pagliaro, M. (2014). Is a picture worth a thousand words? Determining the criteria for graphic novels with literary merit. The English Journal, 103(4), 31-45. Retrieved from http://www.jstor.org/stable/24484218

Pantaleo, S. (2014). Language, literacy, and visual texts. English in Education, 14 (2), 113-129.

Pinar, W. (1995). Understanding curriculum. University of Michigan: Peter Lang.

Pustz, M. (2012). Comic books and American cultural history: An anthology. New York: Continuum International.

Rapp, D. N. (2011). Comic books’ latest plot twist: Enhancing literacy instruction. Phi Delta Kappan, 93(4), 64–67. https://doi.org/10.1177/003172171109300416

Richardson, E. M. (2017). "Graphic novels are real books": Comparing graphic novels to traditional text novels. Delta Kappa Gamma Bulletin, 83(5), 24-31. Retrieved from http://proxyeast.uits.iu.edu/login?url=https://search-proquest-com.proxyeast.uits.iu.edu/docview/1929675667?accountid=11648

Schieble, M. (2014). Reading Images in "American Born Chinese" through Critical Visual Literacy. The English Journal, 103(5), 47-52. Retrieved from http://www.jstor.org/stable/24484245

Smagorinsky, P. (2007). Vygotsky and the Social Dynamics of Classrooms. The English Journal, 97(2), 61-66. Retrieved from http://www.jstor.org/stable/30046790

Sun, L. (2017). Critical Encounters in a Middle School English Language Arts Classroom: Using Graphic Novels to Teach Critical Thinking & Reading for Peace Education. Multicultural Education, 25(1), 22–28. Retrieved from http://proxyeast.uits.iu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1170198&site=eds-live&scope=site

Versaci, R. (2001). How comic books can change the way our students see literature: One teacher's perspective. The English Journal, 91(2), 61-67. doi:10.2307/822347

Vetrie, M. (January 2004). Using film to increase literacy skills. The English Journal, 93 (3) pp. 39-45. doi:10.2307/4128807

West, J., & Williams, C. (2015). Grounding Our Teaching in Research: Implications from Research in the Teaching of English, 2009–12. The English Journal, 104(6), 17-24. Retrieved from http://www.jstor.org/stable/24484421

Wiggins, G. and McTigue, G. (2005). Understanding by Design. ASCD: Alexandria, VA.

Williams, R. (2008). Image, Text, and Story: Comics and Graphic Novels in the Classroom. Art Education, 61(6), 13-19. Retrieved from http://www.jstor.org/stable/27696303

Wilson, B. (2014). Teach the How: Critical Lenses and Critical Literacy. The English Journal, 103(4), 68-75. Retrieved from http://www.jstor.org/stable/24484223

Wolfe, P., & Kleijwegt, D. (2012). Interpreting Graphic Versions of Shakespearean Plays. The English Journal, 101(5), 30-36. Retrieved from http://www.jstor.org/stable/23269525




DOI: https://doi.org/10.7575/aiac.ijels.v.7n.2p.139

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.