Boys and Literacy (part 9)

One interesting approach to encourage literacy in adolescent boys is utilizing a comic book based curriculum. This diverse approach was initiated after a 2002 seminal meeting between comic book artist Jeff Smith, the creator of Bone, and the American Library Association. USA Today reported that the ALA surprised Smith and a few other comic artists with an open and accepting view of using graphic arts to improve literacy, stating “Librarians lavished the artists with kind words, saying their books were teaching kids, especially boys, to read and getting them excited about literature. In fact, the artists heard that comics and their book-length cousins, graphic novels, were the only books for which circulation was up.” What followed was an initiative by the National Association of Comics Arts Educators (NACAE) to provide a web resource for individuals and institutions interested in teaching visual storytelling (www.teachingcomics.org). The NACAE objectives clearly harmonize with the direction of the social constructionist-based research about encouraging literate activity in boys. They state, “The association counsels and assists schools in developing comic art programs that stress integrated learning. The association also offers curriculum support for teachers. It is the association's hope that schools, colleges, and universities will play a crucial and dynamic part in this emerging medium's growth.”

 

In the FAQ section of the NACAE site the notion of comic books mostly being “a guy thing” is addressed. “It sure appears that way. There are many talented female cartoonists working today, but the comic book industry is overwhelmingly male and as a result the books created are mostly read by boys.” Also addressed by NACAE is the idea that comic books can be used creatively to teach a variety of subjects. “The industry of comics, for the past forty years, has primarily produced heroic adventure stories for adolescent boys. However, comics are a medium, not a genre. Comics that are autobiographical, existential, historical, and surreal are also produced for audiences of all ages.” The NACAE source is a sophisticated tool with links to exercises, guides, syllabi, standards, and more. Still, the use of comics and graphic novels to encourage reading remains controversial. A report in The August 16^th, 2006 online edition of The Christian Science Monitor addressed how adolescents between 8 and 12- and especially boys- have become the major market for graphic novels, although many teachers continue to ban them from the classroom. “Some teachers refuse to assign them to their students, claiming they aren't challenging to read.” Interestingly, the fake it till you make it philosophy seems to resonate with many teachers, who, along with librarians, are weighing in that anything that gets boys reading is good and may ultimately lead to important curriculum-based literary goals.