Professional Documents
Culture Documents
Bucher, K. T., & Manning, M. L. (2004). Bringing Graphic Novels Into a School's Curriculum.
Young adults are becoming more interested in graphic novels over the years. The use of
graphic novel is becoming a hit and moving away from the traditional school reading.
Educators need help to adjust to the various types of graphic novel that can be used in the
classrooms.
Analysis
Providing graphic novels to young adults, it can teach them how to decode words and the
illustrations in visual sequences. And young adults are becoming more engaged and learn
through graphic novels. Young adult reader look for print media that contains the same visual
impact and paced-down writing style and contribute to visual rather than written literacy.
Educators are not aware of the different types of graphic novel that can be selected to use
in the classroom and school library. And some educators worry that reading graphic novels will
discourage adolescents from reading other genres of literature, other believe that graphic novel
may require young adults to use more complex cognitive skill than reading text along.
Summary of Results
Graphic novels belong in every classroom and school library. Graphic novel appeal to
young people, educators can use them to offer alternatives to traditional texts and mass media
and to introduce young adults to literature. Using graphic novels can teach literary terms,
technique such as dialogue, and can be used for writing assignments. By allowing graphic
novels in the classroom, it introduce to specific content areas about science or diversity.
Opinion of Research
The use of graphic novels, some educators are reluctant to promote and/or use graphic
novels in the classroom. But there are several educators feel that graphic novel is a way to
engage young adults while teaching. In the 21st Century, we as educators need new methods of
teaching young adults and it could be a great way to promote reading for enjoyment and learning
Title
Cooper, S., Nesmith, S., & Schwarz, G. (2011). Exploring Graphic Novels for Elementary
In an effort to explore teachers viewpoints towards using graphic novels in math and
science classes, a study was conducted. The study examined teachers' perspectives on using
Analysis
Participants in the study included 11 elementary teachers and faculty members from a
elementary literacy math and science were considerations taken for participation in the study. A
variety of trade books and subject specific graphic novels were also used in this study.
Researchers created text review guide that included a 5-point Likert scale in which participants
used to assess the quality of the graphic novels and to guide participants discussion in focus
Participants examined the trade books and graphic novels. They then reflected and
provided feedback in focus groups on the Math and Science graphic novels using the review
guides.
Summary of Results
The qualitative results revealed through the evaluation forms varied perspectives on
graphic novels. Teachers were interested in graphic novels but hesitant in using them in their
classrooms. They identified with possible problems when using them and concerns associated
with content specific graphic novels. Teachers expressed that there were benefits of using
graphic novels to engage certain students. Results also demonstrated teachers believes that
Opinion on Research
Hopefully the results of this study will lead to further research focusing on teachers
attitudes and actual use an incorporation of comics and graphic novels in science classrooms. It
was interesting to see teachers views towards using graphic novels in general. The process in
which the participants analyze the resources available was very helpful. The authors noted that
using comics and graphic novels are a relatively new genre, teachers and media specialist could
use this when they are selecting books to use in their schools. For the most part, teachers''
attitudes were positive; but like other research presented, it would be more beneficial to evaluate
Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J., & Spyrellis, N. (2009). Multimedia
The research results provide evidence that the use of animated cartoons significantly
increases the young students knowledge and understanding of specific science concepts, which
Analysis
Multimedia application with animated cartoons can be used effectively in the teaching
process when they provide information with regard to concretely instructive objects. The
construction of the cartoon-style multimedia application, cartoons where designed from scratch
using appropriate programs. The application was enriched with narration, dialogues, static
graphics, and animation, and was addressed to elementary school students. The cartoon-style
multimedia application that was created consists of two major parts. In the first part, the
presentation and the analytic explanation of the involved basic science concepts of volume,
mass, and density was attempted via animated cartoons and hearing dialogues, thus aiming at
both the comprehension and the assimilation of the above concepts. In the second part of the
cartoon application, i.e. in the questions section, the same simple cartoon-style is used and the
answers that each student gives are recorded. The study was designed to address the questions:
If animated cartoons help students to differentiate the concepts of mass, volume and density, if
animated cartoons recall prior knowledge more effectively in fifth grade students and if animated
cartoons can be used as a supplementary didactical tool for teachers in elementary school?
Summary of Results
This study show that students knowledge and understanding was upgraded through the
differentiation of the concepts of mass, volume, and density with the use of animated cartoons.
Animated cartoons help them recall prior knowledge more effectively, as it is confirmed by the
success rates of the students. Students answered correctly in the case with the cartoons
application, than using the classic method on just text on the cartoon application.
form of a multimedia application in science, provide evidence that science can be discovered
even in the most surprising and informal places students. The presentation of cartoons in a
multimedia application gave it an obvious advantage as a learning aid, based upon the
presentation of specific scientific knowledge in a popular form that is enjoyed by most young
students. I think students will have fun using animated cartoon and is a great visual aide for
Title
Lapp, D., Wolsey, T. D., Fisher, D., & Frey, N. (2011). Graphic novels: What elementary
Survey research was used to determine teachers attitudes towards graphic novels and
Analysis
In an attempt to reveal attitudes towards and the purposes for using graphic knowledge
novels, researchers questioned teachers about how they used and valued graphic novels for
instruction in an attempt to engage students learning, especially for struggling readers and
writers. This study used survey methodology to examine teachers attitudes towards graphic
novels and how they were using them in their classrooms. Survey questions were designed and
situated so that they would be parallel to questions throughout the survey on teachers actual
Participants in this study included a group of graduate level teachers from different grade
levels. The students served through the participating teachers ranged in ability with 42% English
Language Learners, 8% Special Education students, and nearly half were classified as low
socioeconomic status.
The quantitative survey instrument showed categorical scales a Likert type scale, which
used yes-no questioning, gr and a frequency of use scale and was self-administered as a
questionnaire.
Summary of Results
Survey results indicated that teachers were willing to use graphic novels in their
instruction. However they were limited in their attempts to incorporate graphic novels in their
Opinion of Research
This study revealed that although teachers have positive attitudes regarding graphic
novels in the classroom most do not feel that they are effective resources to be used for
instruction especially in reading. It was noted that advanced readers and academically talented
students would better benefit from them as a form of enrichment. The genre is relatively new;
there are not many resources available for younger students. Perhaps this is why many teachers
did not find them useful for instructional purposes. The survey questions were very detailed,
however, they did not specify a particular subject for using graphic novels other than Reading.
For further study, I would have liked to have seen teachers viewing subject area related graphic
Rule, A. C., Sallis, D. A., & Donaldson, J. A. (2008). Humorous Cartoons Made by Preservice
Teachers for Teaching Science Concepts to Elementary Students: Process and Product.
ED501244.
instructional design process to analyze, create, and integrate science instruction with reading
using comics.
Analysis
which cartoons and comics would be used to engage students during the learning process. They
analyzed science trade books written for elementary school students, noted content, ideas and
terms on specific topics, and connected literacy skills with Science content. They then created
cartoons using information from their analyses. A survey was administered to students determine
their attitudes and interests after participating in the instructional design process. The survey
results were then used to improve cartoons they had made and created and to gauge the
Summary of Results
The results of the survey indicated that students overall learned new science information
through the cartoon and comic activities. Preservice teachers also realized that comics and
cartoons can be used effectively to convey science information. Most teachers reported that they
The study conducted was effective and showing how the instructional design process can
be used to introduce an innovation, namely using cartoons and comics for science instruction. I
thought that this study could have been more effective by surveying the students the preservice
actually served. By analyzing their attitudes, behaviors, and even knowledge gained by reading
comics and cartoons would have determined the true effectiveness of using cartoons and comics
in Science instruction.
References
Bucher, K. T., & Manning, M. L. (2004). Bringing graphic novels into a school's curriculum.
Clearing House, 78(2), 67-72
Cooper, S., Nesmith, S., & Schwarz, G. (2011). Exploring Graphic Novels for Elementary
Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J., & Spyrellis, N. (2009). Multimedia
Lapp, D., Wolsey, T. D., Fisher, D., & Frey, N. (2011). Graphic novels: What elementary
Rule, A. C., Sallis, D. A., & Donaldson, J. A. (2008). Humorous Cartoons Made by Preservice
Teachers for Teaching Science Concepts to Elementary Students: Process and Product.
ED501244.