We strongly believe that high-quality graphic novels (GNs) can make positive literacy contributions to the lives of elementary-school students. Reading graphic novels may be a “way in” for helping children who are difficult to reach through traditional print text. In addition, as the current work in multiliteracies shows, there are a variety of different and complex skills that occur in the meaning-making process between text and image. Some researchers are investigating the possibility that the skills used in making meaning from the combination of images and pictures in GNs may help equip students to be able to read critically other word-image texts, like Web sites or advertising.

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We see two especially important ways that graphic novels can profitably become part of the literacy and subject area curricula of elementary schools: first, as a source of independent reading that will help children develop word recognition, fluency, and comprehension skills; and second, as reading material for lessons in reading/language arts and social studies.

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Bringing graphic novels into the elementary classroom means adding copies of GNs to the school library and to classroom library collections. It also means that classroom teachers and the school librarian should make graphic novels an everyday part of the titles they book talk to students. In short, students can be encouraged to read graphic novels for pleasure and as part of any reading incentive program the school or individual classroom may have.

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There are a number of opportunities for incorporating GNs into reading and content-area lessons. Book club and literature circle discussions are a natural. Graphic novels such as To Dance or The Courageous Princess have rich themes and characterization that provide plenty of opportunities for children to explore both issues that connect to their lives and the craft of the author and illustrator.