Kara M DeCarlo

LIS 701 99
Future Scenario Topic: Graphic Novels and English Language Learners in Public
Libraries.
Libraries across the country have embraced the graphic novel format for a variety
of reasons. The novels have mass appeal, are written for a wide range of ages, and cover
a variety of topics from science-fiction to current social issues. The scope of these novels
have also attracted the attention of educators, many of whom are including them in
classroom instruction. The use of these materials in school classrooms for teaching
English Language Learners (ELL) is a development that I find to be particularly
inspiring. In the future, I propose that libraries use their graphic novel collections and
related programming to support the English language learners in their communities
through partnership with the schools with ELL programs.
There is no question that the inclusion of graphic novels in public libraries
has become commonplace. The Young Adult Library Services Association provides an
annual list of the Great Graphic Novels of the year.1 In the face of dubious parents and
library funders a wealth of knowledge has arrived from studies in peer-reviewed journals
and anecdotes from school librarians. Graphic novels appeal to a wide range of readers at
various skill levels. Comics and graphic novels are no longer aimed at just children.
Readers who grow up reading graphic novels continue reading them. The median age of

1 Young Adult Library Services Association. Great Graphic Novels for Teens.
http://www.ala.org/yalsa/ggnt (Accessed 11/26/2013)

comic book readers is 22-40, with an overall range of 5-722 (Robert Weiner, 2001).
Graphic novels encourage students to develop multiliteracy skills through the integration
of text and images, Readers of graphic novels read the images as well as textthey
must be able to understand mood, tone, character portrayal, and the relationships between
the image and text.3 Some have surmised that having the text and images together is less
intimidating for less-than-fluent readers and school librarians have turned to graphic
novels time and again for engaging reluctant readers, more and more librarians are
finding that graphic novels are powerful tools in getting reluctant readers to read. 4
Graphic novels and comics are also drawing more boys into reading, Research shows us
that boys are generally less inclined to read than girls and that when they do read they
prefer reading fantasy, non-fiction and comic books, which may hold specific promise for
improving literacy rates.5
Educators have discovered graphic novels as classroom tools to study social
issues Graphic novels grab the attention of students by staying on the cutting edge and

2Weiner, Robert G. 2001. Graphic novels in libraries. Texas Library Journal. Issue
77:130-5.
3 Simmons, Tabitha. 2003. Comic books in my library? PNLA Quarterly. Issue 67:12,
20.
4 Sheppard, April. Graphic Novels in the Library. Arkansas Libraries; Fall2007, Vol.
64 Issue 3, p12-16.
5 Canadian Council on Learning. Lessons in Learning. More than Just Funny Books:
Comics and prose literacy for boys (Accessed 11/30/2013) http://www.cclcca.ca/CCL/Reports/LessonsInLearning/LinL20100721Comics.html

often reflect current events and societal changes before other forms of media can. 6 The
New York City Department of Education has been promoting and supporting graphic
novels in their schools since 2008.7 With the support of school media specialists and
various departments of education, graphic novels have also become a tool in the arsenal
of ELL teachers. Graphic novels use spoken word rather than formal writing to drive the
plot, and demonstrate how a language is being used, with all of the slang and
colloquialisms in context. As Christian Chun points out in his article about teaching
Maus to English Language Learners, Although they were amazed that one could
actually write broken English in a (graphic) novel, the students also knew from firsthand
knowledge that this representation was true to reality: several observed thats how he
really talks. Indeed, seeing this affirmation of diverse ways of speaking in print cannot
help but resonate with ELL students identities when they may be positioned in schools as
others.8
Both in English Language Learning classrooms and in classrooms of native
speakers, graphic novels are being used to explore social issues and different cultures in a
way that is appealing to teens. Graphic novels and comics are often a reflection of the

6 Downey, Elizabeth M. Graphic Novels in Curriculum and Instruction Collections.

Reference & User Services Quarterly; Winter2009, Vol. 49 Issue 2, p181-188.
7 Downey, Elizabeth M. Graphic Novels in Curriculum and Instruction Collections.
Reference & User Services Quarterly; Winter2009, Vol. 49 Issue 2, p181-188.
8 Chun, Christian W. Critical Literacies and Graphic Novels for English-Language
Learners: Teaching Maus Journal of Adolescent & Adult Literacy; October 2009,
Vol. 53 Issue 2, p144-153.

creators culture and upbringing. Traditional storytelling elements are not lost within
these novels, but improved by the moral foundation and unique viewpoint of the artist.9
Many educators are taking the exploration of graphic novels one step further and
giving students the opportunity to tell their own stories. By giving them the tools to
engage in their own means of multimodal production, students can become more than just
passive receivers of knowledge; they can transform themselves into active producers of
knowledge.10 I believe that these methods of exploration would be very much at home
within the walls of a public library.
With the popularity and scope of the genre, it is certain that graphic novels will
continue to have a home on the shelves of public libraries. Despite all of the benefits of
graphic novels, some people cannot get past the format. Annoyed Librarian of Library
Journal finds the inclusion of popular materials in public libraries anathema to the
function of public libraries. Libraries spending money on videogames and trashy novels
and hip-hop CDs cant spend the same money on other things. Instead of shoring up the
culture against the eroding force of trends, public libraries giddily embrace the trends so
they can remain popular. In doing so, they provide a disservice to our society. 11

9 Downey, Elizabeth M. Graphic Novels in Curriculum and Instruction Collections.

Reference & User Services Quarterly; Winter2009, Vol. 49 Issue 2, p181-188.
10 Chun, Christian W. Critical Literacies and Graphic Novels for English-Language
Learners: Teaching Maus Journal of Adolescent & Adult Literacy; October 2009,
Vol. 53 Issue 2, p144-153.
11 Annoyed Librarian. Public libraries, why do they bother? Journal of Access
Services; 2008, Vol. 5 Issue 4, p611-621.

However, there is a growing body of evidence to support the inclusion of popular

materialssuch as graphic novels and comicsinto library collections. Reading
Graphic Novels/Comics involve more brain cells than reading regular books, as the
reader must integrate the text and the pictures into an understandable whole. 12 This
makes graphic novels an ideal fit for children and teens. I am hugely in favor of libraries
functioning as community centers and increasing the number of teenagers in the library
setting, but again this viewpoint has its opponents Just having teens hang out in a library
doesnt make it a community center. Loitering teens just make it a mall. I dont have
anything against video games or teenagers, and I really dont care what any of these
libraries do, but my larger question is whether public libraries have any real purpose
anymore.13
I suppose when developing the collection policy, the question of the librarys
purpose needs to be addressed. As we have seen over the course of the semester, the
public library serves three main purposes: to meet the educational, informational, and
recreational needs of the community. I put forth that graphic novels serve both the
educational and recreational needs of the library user. Public libraries should be using
these graphic novels to promote literacy among English Language Learners. For the
period from 2005-2050, new immigrants and their descendants will account for 82% of

12 Dombeck, Peg. Gustafson, Chris. Graphic NovelsSchool Library, Public

Library. Medium; Spring2005, Vol. 29 Issue 3, p13
13 Annoyed Librarian. Public libraries, why do they bother? Journal of Access Services;
2008, Vol. 5 Issue 4, p611-621.

population increase.14 Presumably, the majority of these immigrants will be coming

from countries where English is not the primary language. To serve the user population
public libraries will have to continue to adapt. The benefit of graphic novels is their
widespread appeal across age groups15 as well as the explosion of film adaptations.16
Having both the written and film format of these novels lends itself readily to programs
that will draw in not just English language learners but also graphic novel enthusiasts.
As library attendance is not mandatory, unlike school attendance, libraries stand in
a unique position to connect people in a way that encourages relationships and may help
the students in their academic pursuits. Claiming membership in a community defined
by love of these novels can help facilitate the transition of ELL students into mainstream
classes.17
Public libraries should be creating graphic novel clubs for English language
learners and native speakers to foster a sense of belonging to a shared community. The
American tradition of assimilating immigrant groups is not the issue at hand. I argue
instead that libraries are in the unique position to serve English speakers and English
14 Pew Research Hispanic Trends Project. (Accessed 11/30/2013)
http://www.pewhispanic.org/2008/02/11/us-population-projections-2005-2050/
15 Weiner, Robert G. 2001. Graphic novels in libraries. Texas Library Journal.
77:130-5
16 Wikipedia. List of films based on English-language comics,
http://en.wikipedia.org/wiki/List_of_films_based_on_English-language_comics
(accessed 11/30/2013)
17 Ferlazzo, Larry School Librarians & English Language Learners. Library Media
Connection; Nov/Dec2010, Vol. 29 Issue 3, p24-25.

language learners alike. Librarians can act as support for the English language learners in
their communities by providing them with a place to read and to connect with others who
are reading the same things. Book clubs exist in nearly every library already, and in areas
of large-scale immigration there is a unique opportunity for public libraries to provide
support to the school systems who have English Language Learning programs.
Public libraries should also consider collaboration with area schools to encourage
students to go to the public library and check out the available graphic novels. Once
readers find a storyline they connect with, their enthusiasm is boundless for the genre as a
whole. One school librarian interviewed a group of middle-school students about the
inclusion of graphic novels in the library, and their responses were overwhelmingly
positive.
Graphic novels are what motivate me to go to the library and check out books. I
end up coming out with heaps and piles of books, all crammed into two bulging
bags that I have to drag to the car. They stimulate my interest in books! I also feel
compelled to say that manga arent just Superman and Pokemon, like many
people suspect. They are soaked with deep meaning and cultural references.
Manga tends to have more human characters than simply good guy and bad guy
genres. Discontented heroes find themselves through their experiences, and in
doing so they can find happiness. Villains can improve and find salvation! Life
does have purpose and meaning, though sometimes it must be fought for. Hard
work will be worth the suffering, although maybe just in the long run. Obstacles
occur, but they can be conquered. Not all stories have these philosophical or
spiritual messages, but many do. When these simple but universal themes are
woven into the fabric of well-made characters and plots, a thrilling and truly
enticing story is made.
Safiye, Public Library User18

18 Dombeck, Peg. Gustafson, Chris. Graphic NovelsSchool Library, Public

Library. Medium; Spring2005, Vol. 29 Issue 3, p13.

In addition to providing reading materials, libraries have the unique ability to build
programs around graphic novels and comics in a way that is not feasible in the public
schools. At Chesterfield County Public Library in Virginia the staff put on a Comic Con
and saw a great turnout of teens and families. The library collaborated with the local high
school and reached out to area artists and graphic novel authors.19 A convention for
comics is not the answer for every public library, but this kind of imaginative thinking
can be used to build programs to create an atmosphere that is inviting to individuals who
may otherwise avoid the library. There is always the possibility of programming around
writing their own graphic novels, creating artwork for graphic novels, graphic novel book
groups, a book-to-film club, or a costume creation club prior to Halloween. The ability to
incorporate graphic novels into a wide variety of activities and programs is seemingly
endless.
Faced with the facts of the changing face of America and the popularity of the
medium of graphic novels and comics, the use of graphic novels to help the ELL
community is yet another way libraries can grow to serve their communities.

Bibliography
Not all sources consulted were quoted in the paper.
1. Annoyed Librarian. Public libraries, why do they bother? Journal of Access
Services; 2008, Vol. 5 Issue 4, p611-621.
19 Dinwiddie, Kate. Hamadan, Kareemah. We Put on a Comic Con (And so Can
You!) Virginia Libraries; July-Sep 2013, Vol. 59 Issue 3, p21-27.

2. Canadian Council on Learning. Lessons in Learning. More than Just Funny

Books: Comics and prose literacy for boys http://www.cclcca.ca/CCL/Reports/LessonsInLearning/LinL20100721Comics.html
3. Chun, Christian W. Critical Literacies and Graphic Novels for English-Language
Learners: Teaching Maus Journal of Adolescent & Adult Literacy; October
2009, Vol. 53 Issue 2, p144-153, 10p.
4. Dinwiddie, Kate. Hamadan, Kareemah. We Put on a Comic Con (And so Can
You!) Virginia Libraries; July-Sep 2013, Vol. 59 Issue 3, p21-27.
5. Dombeck, Peg. Gustafson, Chris. Graphic NovelsSchool Library, Public
Library. Medium; Spring2005, Vol. 29 Issue 3, p13.
6. Downey, Elizabeth M. Graphic Novels in Curriculum and Instruction
Collections. Reference & User Services Quarterly; Winter2009, Vol. 49 Issue 2,
p181-188.
7. Ferlazzo, Larry School Librarians & English Language Learners. Library Media
Connection; Nov/Dec2010, Vol. 29 Issue 3, p24-25.
8. Fletcher-Spear, Kristin, Meredith Jenson-Benjamin, and Teresa Copeland. The
Truth about Graphic Novels: A Format, Not a Genre. The ALAN Review. No.
Winter (2005): 3744.
9. Hoffert, Barbara. MATERIALS MIX. Library Journal, 03630277, 2/15/2013,
Vol. 138, Issue 3.
10. Kenny, Brian. What We Buy Now. Publishers Weekly; 1/21/2013, Vol. 260
Issue 3, p18-19.
11. Oder, Norman. Graphic Novels Called Porn. Library Journal. 11/15/2006, Vol.
131 Issue 19, p19-20. 2p.
12. Pew Research Hispanic Trends Project. (Accessed 11/30/2013)
http://www.pewhispanic.org/2008/02/11/us-population-projections-2005-2050/
13. Pyles, Christine. Its No Joke Public Libraries; Nov/Dec2012, Vol. 51 Issue 6,
p32-35.
14. Sheppard, April. Graphic Novels in the Library. Arkansas Libraries; Fall2007,
Vol. 64 Issue 3, p12-16.
15. Simmons, Tabitha. 2003. Comic books in my library? PNLA Quarterly. Issue
67:12, 20.
16. Weiner, Robert G. 2001. Graphic novels in libraries. Texas Library Journal.
77:130-5.
17. Wikipedia. List of films based on English-language comics,
http://en.wikipedia.org/wiki/List_of_films_based_on_English-language_comics
(accessed 11/30/2013)
18. Young Adult Library Services Association. Great Graphic Novels for Teens.
http://www.ala.org/yalsa/ggnt (Accessed 11/26/2013)