by Julia López-Robertson, Amber Hartman, Jennifer Judy, Lillian Reeves, University of South Carolina
Many teachers are very hesitant to use graphic novels in their classroom. Much of the hesitation has to do with a personal lack of familiarity with this specific form of literature. For some, the use of graphic novels in the classroom is foreign and scary, some might not even see it as “literature,” while others are actually beginning to see the great advantage of using them to supplement student learning.
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Immigrant students face significant challenges in balancing their home culture and American culture. In 
Emergent bilinguals make up 8.2% of the total population of all children under the age of 18 in South Carolina. While there are many languages spoken by immigrant children in our schools, Spanish is the most widespread language spoken by 40,000 of all emergent bilinguals (
One of the lessons that I have learned as a reader of global literature is to never read a book by itself–to always read a book alongside other books. Over and over, I find that our interpretations and connections change dramatically when we read paired books or read a book within a larger text set or collection. Throughout the next month, my blogs will focus on my experiences of reading books alongside each other, most recently within a graduate course on global literature.
