Abstract:
Graphic Narratives (a term used interchangeably with comic books and graphic novels) have been a traditionally maligned medium within literature, especially in regard to professional pedagogy in secondary education. However, many scholars and professional educators have recently spoken out about the richness and possibility for cognitive growth within this medium and its use in the secondary classroom. I use this thesis to analyze their arguments and plead with professional educators everywhere to make curricular adjustments based on the inclusion of such materials. This thesis is organized based on my exploration of graphic narratives as a means of scaffolding, graphic narratives as multicultural literature, and graphic narratives as a means of engaging struggling readers.
