Graphic Novels in the Classroom: Suggestions for Appropriate Multimodal Writing Projects in Graphic Novel Units

Graphic Novels in the Classroom: Suggestions for Appropriate Multimodal Writing Projects in Graphic Novel Units

By Michael P. Cook and Jeffrey S.J. Kirchoff

[pdf version here: Cook-Kirchoff-Graphic Novels in the Classroom]

Abstract

While the NCTE (2008) definition of 21st century literacies is several years old now, the role of the ELA teacher continues to include helping students learn to read and make meaning from a variety of texts and text-types. However, much of the use of multimodal texts in ELA classrooms remains centered on reading and not on student composition. In this article, we address the multimodal composition component of NCTE’s definition, by including reading and writing. We argue for using graphic novels within instructional units, and as mentor texts, to create multimodal texts. First, we discuss the current literature on graphic novels in the ELA classroom. Next, we provide reading suggestions for students, as they learn to interact with and make meaning from graphic novels. Then we offer suggested multimodal composition projects teachers can utilize within a unit including graphic novels. Finally, we discuss options and considerations for multimodal assessment.

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