Date of Award
Master of Science in Education (MSEd)
This paper will explore the use of graphic novels in the context of the classroom, ultimately arguing that graphic novels not only deserve a place in elementary through high school classrooms, but are an effective and successful learning tool. The paper is divided into four central arguments utilizing a review of relevant literature to support each section’s argument. It will begin with an examination of the motivation for the paper’s creation, detailing the circumstance unto which the author of this paper decided to write it. The paper will then move into the four central parts. Part one will examine research findings linking motivation with reading attainment. It will then relate this link to subsequent research conducted utilizing graphic novels as a motivator for students across grade levels. Then, the paper’s second section will draw upon the emerging importance of multimodal literacy within the context of the 21st century and will detail graphic novels’ role as a multimodal medium in preparing children to analyze and synthesize information delivered through multimodalities. Next, the paper’s third section will address a variety of literacy skills and strategies that students encounter and gain mastery of throughout their schooling. The section will subsequently utilize research that tracked student attainment and use of these skills and strategies through classroom use of graphic novels. Finally, the paper’s fourth section will detail content subjects, including math, science and social studies. It will explore research conducted to use graphic novels in these areas to support and extend student learning. Ultimately, the paper will conclude that graphic novels are a valuable learning tool for the classroom.
Rosenberg, B. (2018). A Case for the Inclusion of Graphic Novels in the Classroom. New York : Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/independent-studies/225