CRITICAL LITERACY THROUGH GRAPHIC NOVELS: A CASE FOR INDIAN LIBRARIES FOR SUSTAINABLE PEDAGOGY

Abinaya R.; Angkayarkan Vinayakaselvi M.

doi:10.29121/shodhkosh.v6.i1.2025.3595

Authors

R. Abinaya Research Scholar, Department of English, Bharathidasan University, Tiruchirappalli, Tamil Nadu, 620024.
Dr. M. Angkayarkan Vinayakaselvi Associate Professor, Department of English, Bharathidasan University, Tiruchirappalli, Tamil Nadu, 620024.

DOI:

https://doi.org/10.29121/shodhkosh.v6.i1.2025.3595

Keywords:

Critical Literacy, Graphic Novels, Indian Libraries, Social Justice, Ciardiello’s Instructional Model

Abstract [English]

The paper examines the role of graphic novels in fostering critical literacy, underscoring libraries as a space to promote this skill. It highlights how the visual-verbal medium of graphic novels inculcates critical and creative thinking and comprehension. The paper advocates for the inclusion of graphic novels in Indian libraries, contributing to education and sociocultural development. The paper begins with a fundamental reading to define critical literacy and graphic novels, followed by close reading and visual-verbal analysis of select Indian graphic novels to demonstrate their capacity to foster critical literacy. The paper employs Ciardiello’s (2004) critical inquiry practices as the theoretical framework.

References

Baetens, J. & Frey, H. (2018). The Graphic Novel. In Eric Bulson (Eds.). The Cambridge Companion to the Novel. Cambridge (pp. 238–253). DOI: https://doi.org/10.1017/9781316659694.015

Barter-Storm, B. & Wik, T. (2020). Using social justice graphic novels in the ELL classroom. TESOL Journal, 1–11. doi: 10.1002/tesj.551. DOI: https://doi.org/10.1002/tesj.551

Behrman, E. H. (2006). Teaching about Language, Power, and Text: A Review of Classroom Practices that Support Critical Literacy. Journal of Adolescent & Adult Literacy, 49(6), 490-498. www.jstor.org/stable/40017606. DOI: https://doi.org/10.1598/JAAL.49.6.4

Chun, C. W. (2009). Critical Literacies and Graphic Novels for English-Language Learners: Teaching Maus. Journal of Adolescent & Adult Literacy, 53(2), 144–153. doi:10.1598/JAAL.53.2.5. DOI: https://doi.org/10.1598/JAAL.53.2.5

Ciardiello, A. V. (2004). Democracy’s Young Heroes: An Instructional Model of Critical Literacy Practices. The Reading Teacher, 58(2), 138-147. www.jstor.org/stable/20205459. DOI: https://doi.org/10.1598/RT.58.2.2

Comber, B. (2015). Critical Literacy and Social Justice. Journal of Adolescent & Adult Literacy, 58(5), 362–367. www.jstor.org/stable/44009159. DOI: https://doi.org/10.1002/jaal.370

Downey, E. M. (2009). Graphic Novels in Curriculum and Instruction Collections. Reference & User Services Quarterly, 49(2), 181–188. www.jstor.org/stabel/20865219. DOI: https://doi.org/10.5860/rusq.49n2.181

Giroux, H. A. (2010). Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy. Policy Futures in Education, 8(6), 715-721. doi: 10.2304/pfie.2010.8.6.715 DOI: https://doi.org/10.2304/pfie.2010.8.6.715

Heaney, M. J. (2007). Graphic novels: A sure bet for your library. In Collection Building (Vol. 26, Issue 3, pp. 72–76). doi: 10.1108/01604950710761625 DOI: https://doi.org/10.1108/01604950710761625

Labadie et al. (2012). Opening Spaces for Critical Literacy: Introducing Books to Young Readers. The Reading Teacher, 66(2), 117–127. doi: 10.1002/TRTR01097. DOI: https://doi.org/10.1002/TRTR.01097

Luke, A. (2012). Critical Literacy: Foundational Notes. Theory Into Practice, 51(1), 4–11. doi: 10.1080/00405841.2012.636324. DOI: https://doi.org/10.1080/00405841.2012.636324

Marshall, E. (2016). Counter-Storytelling through Graphic Life Writing. Language Arts, 94(2), 79–93. www.jstor.org/stable/44809884. DOI: https://doi.org/10.58680/la201628800

McCloud, S. (1994). Understanding Comics: The Invisible Art. Harper Collins Press.

Moeller, R. A. (2016). A Question of Legitimacy: Graphic Novel Reading as “Real” Reading. Journal of Adolescent & Adult Literacy. 59(6), 709–717. www.jstor.org/stable/44011333. DOI: https://doi.org/10.1002/jaal.501

Nayar, P. K. (2016). The Indian Graphic Novel: Nation, History and Critique. Routledge. DOI: https://doi.org/10.4324/9781315659435

Payal, A.P., & Sengupta, R. (2020). This Side, That Side: Restoring Memory, Restorying Partition. In: Davies, D., Rifkind, C. (Eds). Documenting Trauma in Comics. Palgrave Studies in Comics and Graphic Novels. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-37998-8_8 DOI: https://doi.org/10.1007/978-3-030-37998-8_8

Rohila, B. (2021). Visual voices: Mapping Indian women’s contribution to graphic narratives. Indian Literature, 65(6 (326)), 15–23. https://www.jstor.org/stable/27277121

Saraceni, M. (2003). The Language of Comics. Routledge.

Soares, L. B and Wood, W. (2010). A Critical Literacy Perspective for Teaching and Learning Social Studies. The Reading Teacher, 63(6), 486-494. www.jstor.org/stable/25615838. DOI: https://doi.org/10.1598/RT.63.6.5

Tabachnick, S. E. (2017). From Comics to the Graphic Novel: William Hogarth to Will Eisner. In Stephen E. Tabachnick (Eds.) The Cambridge Companion to the Graphic Novel. Cambridge. (pp. 26–40). https://doi.org/10.1017/9781316258316.004. DOI: https://doi.org/10.1017/9781316258316.004

Thomas, P.L, et al. (2015). Speaking Truth to Power: Caring Critical Literacy: The Most Radical Pedagogy You Can Offer Your Students. The English Journal, 105(2), 129-132. www.jstor.org/stable/26359371. DOI: https://doi.org/10.58680/ej201527596

Vasileva, P. & Golubev, V. (2019). Eco-Comics as an Educational Tool for Teaching Environmental Journalism and ESP. The Journal of Teaching English for Specific and Academic Purposes, 7(4), 431-442. doi: 10.22190/JTESAP1904431V. DOI: https://doi.org/10.22190/JTESAP1904431V

William, V. K & Peterson, D. V. (2009). Graphic Novels in Libraries Supporting Teacher Education and Librarianship Programs. Library Resources & Technical Services, 53(3), 166-173. doi: 10.5860/Irts.53n3.166 DOI: https://doi.org/10.5860/lrts.53n3.166