Graphic Narratives as Teaching Tools

Annotated Bibliography

1. Schwarz, Gretchen. “Graphic Novels for Multiple Literacies.” Journal of Adolescent & Adult Literacy 46, no. 3 (2002): 262–65. https://doi.org/10.1598/JAAL.46.3.6.

   Discusses how graphic novels can promote multiple literacies by combining visual and textual elements, making them valuable for diverse classrooms.

2. McLaughlin, Maureen, and Jodi Pilgrim. “The Potential of Graphic Novels to Support the Literacy Development of Young Adults.” The Reading Teacher 71, no. 3 (2018): 229–39. https://doi.org/10.1002/trtr.1623.

   Discussed how graphic novels can engage reluctant readers and improve comprehension through multimodal learning strategies.

3. Miller, Debbie. Using Graphic Novels in Education: A Guide for Teachers. National Association of Comic Arts Educators, 2012.

   Provides strategies for integrating graphic novels into the curriculum to support differentiated instruction and visual literacy.

4. Allen, Kathleen A., and Deborah Schwartz. What Is Inclusion?. London: National Association for Special Educational Needs, 2001.

   Defines inclusion as a form of belonging and community for all learners, and how to implement equitable classroom practices.

5. Hammond, Heather K. Graphic Novels and Multimodal Literacy: A Reader Response Study. PhD diss., University of Minnesota, 2009. https://conservancy.umn.edu/handle/11299/55084.

   Discusses how students interpret and respond to graphic novels, emphasizing the role of visual elements in comprehension.

6. Swärd, Annica, and Monica Reichenberg. Understanding the Witting Method: Teaching Reading from Students' Own Language. Translated by David Shipton. Sweden: Gothenburg University, 2024.

   Explains what the Witting Method is: a student-centered approach that builds literacy by starting with learners’ own language and ideas.

7. Ainscow, Mel. “Understanding the Development of Inclusive Schools.” Falmer Press, 1999.

   Talks about what inclusion is and how it has shifted over time from being physically present to becoming meaningful participation in the classroom.

8. Rose, David. “Inclusive Classroom Practices.” In Inclusive Education: Readings and Reflections, edited by Keith Ballard, 173–92. London: RoutledgeFalmer, 1999.

   Discusses how children’s lived experiences in classrooms have an impact on inclusion.

9. McCloud, Scott. Understanding Comics: The Invisible Art. New York: Harper Perennial, 1993.

   Analyzes the structure of comics and how visual storytelling conveys meaning.

10. Biskup, Agnieszka. A Journey into Adaptation with Max Axiom, Super Scientist. North Mankato, MN: Capstone Press, 2010.

    Introduces scientific concepts of adaptation through an engaging graphic novel format ideal for elementary learners.

11. Kuwahara, Jennifer L. H. Impacts of a Place-Based Science Curriculum on Student Place Attachment in Hawaiian and Western Cultural Institutions at an Urban High School in Hawai‘i. PhD diss., University of Hawai‘i at Mānoa, 2011.

    Explores the benefits of place-based science curricula in fostering student engagement and connection to learning.

12. Gallagher, Margaret C., and P. David Pearson. “The Instruction of Reading Comprehension.” Contemporary Educational Psychology 8, no. 3 (1983): 317–44.

    Outlines effective reading comprehension strategies that can be adapted for diverse learners.

13. Beekes, Wendy. “The Effects of Peer Teaching on Student Engagement.” International Journal of Teaching and Learning in Higher Education 18, no. 2 (2006): 147–52.

    Demonstrates that peer teaching can significantly increase student participation and motivation.

14. Krashen, Stephen D. The Power of Reading: Insights from the Research. Portsmouth, NH: Heinemann, 2004.

    Gives evidence on how extensive reading improves literacy, language acquisition, and academic achievement.

15. Duncan, Todd. “Peer Instruction Benefits in Content Understanding.” Journal of College Science Teaching 34, no. 4 (2005): 20–24.

    Explores how peer instruction techniques enhance comprehension.

16. Lasry, Nathaniel, Eric Mazur, and Jonathan Watkins. “Peer Instruction and Student Performance.” The Physics Teacher 46, no. 9 (2008): 528–31.

    Shows that peer instruction improves both conceptual understanding and student performance.

17. Lucas, Amy. “Engaging Students through Peer Interaction.” Innovative Higher Education 33, no. 3 (2009): 157–63.

    Highlights the role of structured peer interaction in fostering engagement and deeper learning.

18. Porter, Leo, Cynthia Bailey-Lee, and Beth Simon. “Effects of Peer Instruction on Learning Outcomes.” ACM SIGCSE Bulletin 45, no. 1 (2013): 127–32.

    Examines the positive impact of peer instruction on academic performance across different subjects.

19. Block, R. Teachers’ Attitudes Toward Graphic Novels in the Classroom. Master’s thesis, East Tennessee State University, 2013.

    Investigates educators’ perceptions of graphic novels as legitimate instructional tools.