By Julia López-Robertson, University of South Carolina, Melissa Summer Wells, University of Mary Washington & Jennifer D. Morrison, Sam Houston State University

Graphic novels, often stigmatized as a genre, hold immense potential for transformative multimodal literacy instruction. Paris and Alim (2017) argue that equity and access are best achieved by centering the dynamic practices and identities of students and communities of color within a critical, inclusive vision of education. In our teaching and research, this means prioritizing multimodal texts to help preservice teachers explore diverse ways of knowing, doing, and being in the classroom.

Traditional reading and writing capture only a fraction of students’ literacy capabilities. Carefully selected multicultural, multilingual and multidisciplinary graphic novels offer powerful tools for critical reading and literacy. These texts provide unique access points that connect teaching and learning to the lived experiences of children and their communities.

The interplay of words, images and spatial design in graphic novels allows for new interpretations of Bishop’s (1990) mirrors, windows, and sliding glass doors. By critically analyzing an author’s message and its broader societal implications, students learn to read the word and the world (Freire & Macedo, 1987), challenge systemic inequities and contribute to a more just and inclusive society.

In this month’s blogs, we will discuss our work with preservice teachers using When Stars Are Scattered (Jamieson et al., 2020) and Mexikid (Martín, 2023). We’ll start by introducing ourselves, provide a brief overview of critical reading and critical literacy and explain how we integrate these concepts with graphic novels. Continue reading →