Graphic novels in libraries

Lauryn Urquhart is a librarian at Taieri College in Mosgiel and SLANZA’s Otago NE representative. She has spent six years enjoying school life after having worked for 13 years at Dunedin Public Libraries, where she was heavily involved in preschool programmes. She shares her opinion on graphic novels.

Working as a school librarian, I meet reluctant readers daily. These students are not only reluctant to read but also seem overwhelmed and unable to pick up a book, read the back, and decide whether they’d like to read it. This is where I find that graphic novels work brilliantly at providing a bridge or a lifeline for some.

Recently, I had a challenging young customer who “HATES reading” and isn’t interested in any genre or story. I delved deeper and learned that she loves cheerleading…she left the library with a copy of The Tryout by Christina Soontornvat and a big smile. This is the beauty of graphic novels: they meet kids where they’re at. They’re packaged well – their attractive covers draw the eye, the size indicates that they’re not a huge commitment, and when a reluctant reader flicks through the pages, they’re met with vibrant illustrations which immediately draw them inside.

Around 16% of students who use my library have some reading-related difficulty, so with this in mind, I’ve made it my mission to create a graphic novel collection that will serve my school community’s needs. Currently, my collection is heavy in stories mirroring the everyday issues facing our students, such as people living with disabilities, friendships, school life and health-related topics. But I also make sure to provide windows to other worlds, with fantasy, science fiction, historical stories, and as many non-fiction titles as possible. And we can’t forget Manga, which has gained huge popularity in our library in recent years.

I’ve found that as quickly as I put these books onto the shelves, they go out the door. Sometimes I am surprised by what is popular. If it has pictures, it’s not too much of a reading commitment, or has a cult-following, then this is what students want to read. One of the most popular reads in the past two years has been the Heartstopper series. I find this interesting as it has black and white illustrations and is thicker than your average graphic novel. Yet, it has captured my students’ imaginations, with many reading it repeatedly. I can’t pinpoint precisely why this is, perhaps it is the Netflix series or that the story completely captures people’s hearts, or that Alice Oseman has an engaging online presence. Still, interestingly, many of the readers go on to read and enjoy her novels.

One particularly happy moment for me happened just last week when I was approached by a student struggling with reading for the past two years. This year, her peer group encouraged her to read Komi Can’t Communicate (and I cheered her along on the journey), and as a result, her self-esteem grew as she realised that she could read and can now talk about this series with her friends. When she reached the end (of the available books), she decided she was ready to try something ‘meatier’ and came to me for a recommendation. As a reading advocate, this is exactly what I strive to achieve with my graphic novel readers. I was excited to introduce her to some novels I thought she would enjoy.

Many people disregard the value of graphic novels in students’ reading diets, particularly parents or teachers who see them as picture books with no great literary merit. I disagree. Open one and you will be immersed in vocabulary that is just as ‘literary’ and sophisticated as a novel. Some series have their specialised language. And as for the belief that they are just picture books, have you ever studied the pictures as a young person would? The illustrations are working overtime helping with decoding and inferences from the text. For those that find reading a challenge, this helps them learn to infer and think critically about what they are reading, which connects them with the story and characters on a deeper level. Pictures are also crucial for our students with aphantasia. Imagine not being able to see a story unfolding in your mind. Having the graphic novel version of our English texts (where available) is beneficial to our students as it helps them understand the story so they join in more during class discussion, as well as being very helpful when it comes to writing about the text.

While graphic novels are great tools to have in the library for entertainment, educational purposes and scaffolding, I have found that they are also a great leveller. Everyone, at any reading level, can talk about these books together. Our library has a nice vibe these days as students are building little reading communities based around many of our graphic novels. There are in-depth discussions, groups making fan art, and plenty of people encouraging their friends to start a particular series so they can talk about it together. It fills me with happiness to think that the written (and illustrated) word can bring together so many students from so many ages and reading backgrounds.

Love them or hate them, graphic novels have found a home in school libraries, and I don’t think that will change anytime soon.

Tracey Greenwood is the Senior Specialist Developing Readers in the Services to School Reading team. She has previously worked in schools in Aotearoa, New Zealand, and England. Her roles have included a curriculum learning designer, literacy programme developer, English teacher, dean and PRT mentor. She was a judge for the 2023 and 2024 Storylines Notable Book Awards. Tracey says graphic novels have a valuable role in children’s reading journeys.

In recent years, graphic novels[1] have experienced a notable surge in popularity, significantly transforming how many children and young people engage with reading. This trend has revitalised interest in books and underscored the importance of including graphic novels in library collections.[2] Nevertheless, there continue to be reservations from those who question the legitimacy of graphic novels as ‘real books’ or regard them as ‘too easy’.

THE VALUE OF GRAPHIC NOVELS

Contrary to the misconception that graphic novels possess limited educational merit, a growing body of research shows their significant role in enhancing literacy skills and reading enjoyment.

Findings from the National Literacy Trust research report, Children and Young People’s Engagement with Comics (2023)[3], revealed that children who read graphic novels in their free time were twice as likely to enjoy reading overall and rated themselves as good readers, compared to those who did not.

Combining visual elements and text can support comprehension, decoding and retention. As The Children’s Book Review notes, graphic novels are “wildly visually appealing, less intimidating, and can be jam-packed with humour and excitement”, making them particularly effective for reluctant readers. [4]

Becca James, in Redefining Literacy with Graphic Novels[5] observed that students working carefully through a graphic novel strengthened their reading comprehension skills and demonstrated increased engagement with the material.

Numerous examples from librarians and educators illustrate how graphic novels often serve as a transitional bridge from picture books and early chapter books to more complex texts. As Elizabeth Segran explains: “Today, graphic novels are often the first books that elementary-school students will seek out for themselves and read on their own. And this is likely to shape a child’s lifelong relationship to reading”[6]

Moreover, graphic novels frequently tackle complex subjects in accessible ways, providing opportunities to explore history, science, and social issues through a more approachable format. Bomb: The Race to Build – and Steal – the World’s Most Dangerous Weapon by Steve Sheinkin and Nick Bertozzi, for instance, chronicles the scientific discoveries and military intelligence behind the atomic bomb. Students who might otherwise find such content overwhelming may be more willing to engage with it in a graphic novel format.

ADDRESSING CONCERNS

Despite these benefits, some critics argue that graphic novels may not sufficiently develop the attention span and reading stamina required for longer, denser text. As Timothy Shanahan cautions: “Reading 15 words and looking at a picture… reading one interjection and looking at a picture… is quite a different challenge than reading hundreds and even thousands of words at a run. Such intellectual stamina isn’t likely to result from lots of graphic novel reading”. [7]

However, it is important to emphasise that no one advocates for graphic novels to be the sole component of a student’s reading experience. Instead, they represent one part of a rich reading journey.

SUPPORTING STUDENTS’ READING JOURNEYS

While honouring students’ reading preferences is essential, as educators and reading role models, we should encourage them to broaden their scope. Such strategies[8] as read-aloud sessions, book talks, and the introduction of a variety of genres can facilitate this growth without undermining current interests.

As Alan Dingley, Te Awhi Rito Reading Ambassador, notes: “Encouraging children to explore different types of books without pressuring them to conform to a specific standard can lead to a richer and more fulfilling reading experience.” [9]

Respecting students’ present reading choices acknowledges that reading is a dynamic process. Over time, readers will naturally encounter a wide range of text types as their skills and interests evolve.

ACCESS AND PROMOTING

Library staff and teachers play a crucial role in ensuring access to a wide variety of reading materials, including graphic novels. By curating diverse collections, we can support students of varying interests and reading levels, fostering an inclusive reading culture that values pleasure as well as proficiency.[10]

Incorporating graphic novels into library collections[11] is not merely about diversifying shelves; it’s about recognising and validating the varied pathways through which students develop as readers. By embracing graphic novels, we can foster a love for reading, enhance literacy outcomes, and contribute to developing empathetic, well-rounded individuals.

In continuing to promote diverse reading experiences, we empower students to explore, learn, and grow through the rich and evolving world of literature.

Tracey Greenwood is the Senior Specialist Developing Readers in the Services to School Reading team. She has previously worked in schools in Aotearoa, New Zealand, and England. Her roles have included a curriculum learning designer, literacy programme developer, English teacher, dean and PRT mentor. She was a judge for the 2023 and 2024 Storylines Notable Book Awards.

Graphic novels in libraries

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