| Young Adult Literature and Multimedia--Resources |
Three Cheers for Graphic Novels
by Lisa Tenuta
UW-Stout: Young Adult Literature
Student Support Services Coordinator, International School of Phnom Penh, Cambodia
Easy Access to Appealing Materials
A shared perception among many educators is students and people of all ages will be more likely to read if books appealing to their individual interests are available to them. Upon receiving the Dorothy C. McKenzie Award for Distinguished Contribution to the Field of Children's Literature, Stephen Krashen stated there is ample evidence that children and teenagers still like to read and this is primarily due to the "phenomenally high quality of literature" being published. The problem, he feels, is that good literature is not available to everyone (Krashen, 2004). If kids are to become functionally literate and life-long lovers of reading, quality materials must be available and easily accessible for all potential readers (Harlan, Loertscher & McElmeel, 2005, p. 54). In a number of position statements by the International Reading Association, this stance is clearly advocated: adolescents deserve to have access to a wide range of reading materials they can and want to read. They have the right to quality books and materials that interest them and that will compel them to read (Moore, Bean, Birdyshaw & Rycik, 1999; IRA, 2000; IRA, 2001).
Growing Popularity of the Graphic Novel Format
In recent years, graphic novels have become an increasingly popular genre and seem to be attracting greater numbers of readers (Tychinski, 2004). Milton Griepp, the CEO of ICv2, a large publishing and marketing firm, reported that sales of graphic novels in 2006 reached $330 million. He claimed graphic novels were the most popular format, even surpassing sales of comics. Teens of both genders showed much interest in the genre and, he added, girls, in particular, represented a growing sector of the market (Reid, 2007). The significant increase in the number of graphic novel exhibitors at the American Library Association Annual Conference in June 2007 reflects the fact that graphic novels are growing in popularity. The number of titles is increasing and, for publishers of this genre, libraries will grow in importance as the key venues in which readers of all ages will have access to material in this format (ALA, 2007).
To Read or Not to Read
Despite the growing popularity of graphic novels, it is interesting to note the reluctance on the part of many individuals to endorse them as a legitimate form of literature. I find it surprising, if not ironic, that young readers have found reading materials that truly interest them and that they are eager to read, yet many librarians, educators, parents and others show themselves to be less than enthusiastic (Ruppel, 2006). I know a librarian who admits she orders them for the students but has not yet read any. (One of my personal goals is to see if I can't convince her to read at least one.) In the 2006 edition of a textbook devoted to the study of children's literature, one anecdote relates how the principal of a middle school removed all the graphic novels from the school library in order to determine whether or not they were suitable for the shelves, though the librarian had apparently thought so (Temple, Martinez & Yokota, 2006, p. 6). The reasons for finding graphic novels objectionable are varied, but among the most common seem to be the perception that they tend toward violent themes, are explicit in nature, and are often nothing more than lightweight comic books lacking in real literary value.
Based on my own experiences reading novels of this format, this may be true for some, but not for all. Regarding any materials teachers and librarians choose for their classrooms and libraries, sound judgment must be exercised when determining what is suitable for young readers. If young people are demonstrating their interest in this genre and actually reading novels in this format, what better way to foster their love of reading than by making sure suitable graphic novels are available to them. The more they read, the better they will become at it.
Literacy Development Through Graphic Novels
In my estimation, graphic novels are not glorified comic books. The storylines and characters are developed much as they are in a novel and include stimulating and effective illustrations. The range of subjects and genres depicted in the graphic novel format is extensive. The horror of the Holocaust as experienced by a survivor is brilliantly depicted in the two-part graphic novel Maus by Art Speigelman (Pantheon, 1986). Persepolis (Pantheon, 2003, 2004) is an autobiographical series by Marjane Satrapi describing her childhood in Iran after the revolution. In Black Hole by Charles Burns (Pantheon, 2005), the author explores teenage sex and disease in an explicit manner.
From my analysis of a few graphic novels, I have found them to have potential as valuable assets in and out of the classroom. In my work with ELLs, struggling and reluctant readers, and those with learning difficulties and disabilities, I can see a variety of ways in which novels of this genre might be used to further literacy development and provide students with a pleasurable and beneficial reading experience. Some of the features I found particularly useful are highly contextualized vocabulary, visuals linked to comprehension, manageable sentence length, variety in sentence structure, well-developed characters and plots, and natural and realistic dialogue, all of which provide excellent input for readers.
To illustrate the point regarding highly contextualized vocabulary, I noticed the word "discipline" presented six times in a two-page layout in the novel American Born Chinese (First Second, 2006, pp. 10-11). In this case, the context, frequency and supporting illustrations aid in the comprehension and retention of the word. In "Strategies for Teen Readers" the authors talk about "sensing" or seeing a story unfold before the readers' eyes (Coutant & Perchemlides, 2005, p. 46). For readers developing this strategy, the format of a graphic novel can enhance their ability to do this through the expressions on the characters' faces, clear narrative transitions and visuals linked directly to the text. The value of these novels as an art form is also notable. It is heartening to see the variety of awards, for achievement in literature as well as for the illustrations, available to authors and illustrators who work in this genre.
Graphic Novels and Young Adult Literature
I thought it would be interesting to see if the graphic novels I'd read qualified as young adult novels based on the seven characteristics of a young adult novel as presented in Young Adult Literature and Multimedia (Harlan et al., 2005, p. 7). For this purpose, I chose Gene Luen Yang's American Born Chinese and Charles Burns's Black Hole. I was able to identify each of the seven characteristics in both novels. That is, they are written from a young adult perspective; characters' ages are similar to those of intended readers'; there are fast-paced storylines and high-impact images; characters appeal to intended teen audiences; teens can identify with characters and their issues; characters are responsible for resolving their own issues; and both have a redemptive ending (Harlan et al., 2005). Though Black Hole is very explicit and geared toward more mature readers, I would argue these graphic novels are legitimate members of the family of young adult literature.
Graphic Novels as "Hooks"
Providing students with materials to attract them and engage them as readers is the "hook" many educators talk about. In Bess Hinson's New Directions in Reading Instruction (2000), she lists the A-Z characteristics of good readers. Under "G," she writes: Good readers go to where books are. They use the library, browse in bookstores, borrow books from friends and give books as gifts (Hinson, 2000, p. 6). If graphic novels help create these behaviors, then it seems essential that books of this genre are thoughtfully considered by all those involved in young readers' lives.
As a teacher of reading and writing, one of my duties is to be familiar with and to understand a wide variety of fiction and non-fiction genres. Graphic novels now feature prominently in the world of Young Adult Literature and should be an important part of school classrooms, libraries and reading programs. In Tending to Grace (Laurel-Leaf, 2004), the main character, Cornelia, describes herself as " bookworm, a bibliophile, a passionate lover of books" (Fusco, 2004, p. 2). Stocking classrooms and libraries with materials such as graphic novels that attract young readers is one simple, yet effective, way of putting students on the path to becoming better readers and, perhaps, helping them become a little bit more like Cornelia.
References
Coutant, Carolyn, and Perchemlides, Natalia. (2005). Strategies for Teen Readers. Educational Leadership, Vol. 63(2), 42-47. (Online) URL: <http://www.spokaneschools.org/lewis_clark/facultyroom/PD/tovani/Strategies_for_Teen_Readers.pdf> (Accessed 4 February, 2008).
Fusco, Kimberly Newton. (2004). Tending to Grace. New York: Laurel-Leaf.
Graphic Novels Hitting Stride. (2007). American Library Association Conference Report. 24 June, 2007. (Online) URL: <http://www.icv2.com/articles/news/10807.html> (Accessed 8 February, 2008).
Harlan, Mary Ann, Loertscher, David V., & McElmeel, Sharron L. (2005). Young adult literature and multimedia. Salt Lake City: Hi Willow Research and Publishing.
Hinson, B. (ed). (2006). New directions in reading instruction (revised). International Reading Association.
Krashen, Stephen. (2004). Children’s Literature: Very Good News and Very Bad News. Speech presented at the Children’s Literature Council of Southern California. 9 October, 2004. (Online) URL: <http://www.sdkrashen.com/articles/childrens_lit/childrens_lit.pdf> (Accessed 6 February, 2008).
Moore, D., Bean, T., Birdyshaw, D. & Rycik, J. (1999). Adolescent Literacy: A position statement. International Reading Association. http://www.reading.org
Position Statement (2000). Excellent reading teachers. International Reading Association. http://www.reading.org
Position Statement ( December 2001). Supporting young adolescents’ literacy learning. International Reading Association. http://www.reading.org
Reid, Calvin. (2007). Graphic Novel Market Hits $330 Million. Publishers Weekly 23 Feb. 2007. (Online) URL: <http://www.publishersweekly.com/article/CA6419034.html> (Accessed 3 February, 2008).
Ruppel, Catherine. (2006). Getting Graphic: Connecting with Students Using Graphic Novels. (Online) URL: <http://www.mcelmeel.com/curriculum/yalit/ruppel_graphicnovels.pdf> (Accessed 3 February, 2008).
Temple, Charles, Martinez, Miriam, & Yokota, Junko. (2006). Children’s books in children’s hands: An introduction to their literature. Boston: Pearson, Inc.
2007 Top Ten Great Graphic Novels for Teens. Young Adult Library Services Association
(Online) URL: <http://www.ala.org/ala/yalsa/booklistsawards/greatgraphicnovelsforteens/07topten.cfm>
(Accessed 31 January, 2008).
Tychinski, Stan. (2004) A Brief History of the Graphic Novel. (Online) URL:
<http://www.graphicnovels.brodart.com/history.htm> (Accessed 29 January, 2008).
These lesson plans, guides, and other resource materials for young adult literature topics were created by participants in a professional development course in young adult Literature. Each resource is copyrighted by the individual educator who developed the material. The present course being taught is titled: Teaching Young Adult Literature in the Classroom from the University of Wisconsin-Stout (Sharron L. McElmeel, instructor)