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Journal articles on the topic 'Graphic novels'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Casserly, Mary F. "Graphic Novels Now." Library Collections, Acquisitions, & Technical Services 30, no. 1-2 (2006): 128–29. http://dx.doi.org/10.1080/14649055.2006.10766113.

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2

Drucker, Johanna. "What is Graphic about Graphic Novels?" English Language Notes 46, no. 2 (2008): 39–55. http://dx.doi.org/10.1215/00138282-46.2.39.

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3

Mylchenko, Larуsa, and Larуsa Tatarinova. "Features of perception of the visual book. Comics. Manga. Graphic novel." Вісник Книжкової палати, no. 12 (December 17, 2020): 10–15. http://dx.doi.org/10.36273/2076-9555.2020.12(293).10-15.

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The article examines aspects of the development of the visual book, in particular the graphic novel, as the newest synthetic art form, which combines the visual and the verbal. The exploration is devoted to the analysis of the evolution of the graphic novel: from a simple comic book form to a meaningful novel, from a series of drawings to a recognized literary genre. The popularity of the graphic novel continues to grow. Its place in the artistic coordinate system and its significance for the culture of the beginning of the XXI century are studied. The newest kind of synthetic art shows good d

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Freedman, Ariela. "Comics, Graphic Novels, Graphic Narrative: A Review." Literature Compass 8, no. 1 (2011): 28–46. http://dx.doi.org/10.1111/j.1741-4113.2010.00764.x.

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5

Hasan, Syeda Nadia. "Comics and Graphic Novels:." Crossings: A Journal of English Studies 8 (August 1, 2017): 68–77. http://dx.doi.org/10.59817/cjes.v8i.124.

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Adapting either comic stories or graphic novels for the big screen with their spate of sequels has proved lucrative for the film industry. A myriad of images have sprung out of this current surge in comic or graphic characters and stories associated with popular demands for an alternative source of entertainment – one that has hitherto been undermined by the mainstream genres. This attraction towards comics and graphic novels has skyrocketed as a recent phenomenon, thanks to Hollywood’s commercialism. Paradoxically, too, the strength of burgeoning fandom is what boosts this industry to generat

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6

Mayer, Nikola. "«Manchmal werfe ich mitten im Satz einen Blick auf die Bilder…» – Eine andere Art des Lesens: Ergebnisse aus dem Projekt «Reading Graphic Novels in the EFL Classroom»." Babylonia – Zeitschrift für Sprachunterricht und Sprachenlernen, no. 2 (September 8, 2020): 42–51. https://doi.org/10.5281/zenodo.4382090.

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Reading graphic novels in general and in the foreign language classroom, is a complex multimodal decoding process which calls for comics literacy. Even though many pupils are familiar with comics and graphic novels, the project «Reading Graphic Novels in the EFL classroom» provides both evidence of the pupils’ comics literacy and the need to embed graphic novels in the curriculum in order to train their competences of reading graphic novels, at the same time enhancing further competences (linguistic, cultural and literary). The article shares insights into the pupils’ r

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7

Prakasan, Raveena, and M. G. Priya. "Reading through the “Coloured Canvas”: Unveiling Cultural Graphics in Indian Mythological Graphic Novels." IAFOR Journal of Arts & Humanities 11, no. 1 (2024): 65–75. http://dx.doi.org/10.22492/ijah.11.1.05.

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This study has one central objective, which is to examine the main problems of interpretation raised by Indian graphic novels that recount mythological stories. Through the work of selected authors with dissimilar styles of writing, this inquiry will focus on the many ways in which the genre engages with history, analysing the concept of nation they propose and its attendant cultural identity patterns. To reach a pertinent interpretation of these narratives’ mythological content requires the analytical tools of visual culture. With them, an explanation of how meaning and identity are understoo

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Prakasan, Raveena, and M. G. Priya. "Reading through the “Coloured Canvas”: Unveiling Cultural Graphics in Indian Mythological Graphic Novels." IAFOR Journal of Arts & Humanities 11, no. 1 (2024): 66–75. http://dx.doi.org/10.22492/ijah.11.2.05.

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This study has one central objective, which is to examine the main problems of interpretation raised by Indian graphic novels that recount mythological stories. Through the work of selected authors with dissimilar styles of writing, this inquiry will focus on the many ways in which the genre engages with history, analysing the concept of nation they propose and its attendant cultural identity patterns. To reach a pertinent interpretation of these narratives’ mythological content requires the analytical tools of visual culture. With them, an explanation of how meaning and identity are understoo

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9

Low, David E., and Katrina Bartow Jacobs. "Language Arts Lessons." Language Arts 95, no. 5 (2018): 322–31. http://dx.doi.org/10.58680/la201829587.

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10

Almazuly, D., and Y. Ospanov. "THE CURRENT STATE AND PROSPECTS FOR THE DEVELOPMENT OF LITERATURE." BULLETIN SERIES OF PHILOLOGICAL SCIENCES 89, no. 3 (2024): 36–43. http://dx.doi.org/10.51889/2959-5657.2024.89.3.004.

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This research will present findings from an experimental study, carried out at Abai Kazakh Na-tional Pedagogical University, focusing on how graphic novels influence the reading comprehen-sion Student’s abilities in the literature department. It will detail the implementation of activities before, during, and after reading for both groups engaging with traditional texts and graphic novels, along with the students' feedback on these practices. Consequently, we aim to demonstrate the po-tential of integrating graphic novels as a genuine resource within reading courses to enhance (criti-cal) read

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11

SIGY, GEORGE. "Graphic Novels in the School Library: Bridging the Gap Between Reluctant Readers and Literature." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 03, no. 09 (2024): 1268–76. https://doi.org/10.5281/zenodo.13846353.

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This article examines the role of graphic novels in school libraries as an effective tool to engage reluctant readers and foster a love for literature. Reluctant readers, who often struggle with or avoid traditional texts, are drawn to the combination of visual and textual elements that graphic novels offer. These accessible narratives appeal to their interests, making graphic novels a valuable resource in promoting literacy and developing reading habits, particularly in middle and high school students. The study underscores the significance of graphic novels in enhancing reading motivation, c

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12

Kunin, Alexander I. "Popularization of Graphic Novels in Russia and the Role of the Russian State Library for Young Adults in Formation of Loyal Library Environment." Bibliotekovedenie [Russian Journal of Library Science] 69, no. 6 (2021): 610–19. http://dx.doi.org/10.25281/0869-608x-2020-69-6-610-619.

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The article presents the attempt to generalize the experience of working with graphic novels (comics, manga, etc.) available in the domestic book sector. The author considers the main stages of development in the historical perspective of forms and methods of popularization and distribution of graphic novels in Russia. At the first stage, formation of the segment of graphic novels in Russia was associated with the development of the festival movement. At the second stage — with the publishing boom and distribution of publications. Later — with work with a reader of graphic novels in libraries.

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13

Boatright, Michael D. "Graphic Journeys: Graphic Novels' Representations of Immigrant Experiences." Journal of Adolescent & Adult Literacy 53, no. 6 (2010): 468–76. http://dx.doi.org/10.1598/jaal.53.6.3.

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14

Yang, Gene. "Graphic Novels in the Classroom." Language Arts 85, no. 3 (2008): 185–92. http://dx.doi.org/10.58680/la20086181.

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Dallacqua, Ashley K. "Exploring Literary Devices in Graphic Novels." Language Arts 89, no. 6 (2012): 365–78. http://dx.doi.org/10.58680/la201220325.

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This article explores the possibilities of graphic novels with young readers. During the 2009â€“2010 school year, while working with four fifth-grade students, the author examined the question In what ways do readers engage while reading a graphic novel? The fifth graders took part in book discussions and one-on-one interviews after reading two pre-selected graphic novels. Through data analysis, Dallacqua noticed a prominence of data focused around literary devices. The devices are not only present, but recognizable to students with no prompting. The author uses the voices of students to discu

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Kim, Sayeong. "A Model and Case of English Literature Instruction Using Autobiographical Graphic Novels for Critical Multicultural Education." Korean Society for Teaching English Literature 26, no. 3 (2022): 35–70. http://dx.doi.org/10.19068/jtel.2022.26.3.02.

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Critical multiculturalism has recently been accepted as a pedagogical framework, which emphasizes diversity and social justice as a way of realizing praxis on the issue of race, gender, sexual orientation, religion, disability, migration, refugee, and so on. This frame is in line with rising of autobiographical graphic novels consisting of two different modes, image and text, which sheds light on the marginalized population’s voices. Based on the close potential connection between critical multiculturalism and autobiographical graphic novels, this paper proposes an instruction model and case w

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17

Willingham, Tiara, Greer Wright, Christine A. Draper, and Michelle Reidel. "Preservice Teachers' Perceptions and Knowledge of Graphic Novels in the Content Areas." Georgia Journal of Literacy 37, no. 2 (2014): 27–34. http://dx.doi.org/10.56887/galiteracy.60.

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This article describes a qualitative study conducted to introduce preservice teachers to graphic novels which are often considered 'unconventional' reading materials. The study addressed specific questions to gain better understanding of preservice teachers' perceptions and knowledge of graphic novels, as well as how graphic novels can be used as classroom resources in each content area. There were fifteen preservice teachers involved in the study. Findings reveal that overall preservice teachers in this study believed that graphic novels were a beneficial resource to engage students in conten

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18

Becnel, Kim, and Robin A. Moeller. "Graphic Novels in the School Library: Questions of Cataloging, Classification, and Arrangem." KNOWLEDGE ORGANIZATION 49, no. 5 (2022): 316–28. http://dx.doi.org/10.5771/0943-7444-2022-5-316.

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In recent years, many school librarians have been scrambling to build and expand their graphic novel collections to meet the large and growing demand for these materials. For the purposes of this study, the term graphic novels refers to volumes in which the content is provided through sequential art, including fiction, nonfiction, and biographical material. As the library field has not yet arrived at a set of best practices or guidelines for institutions working to classify and catalog graphic novels, this study seeks to record the ways in which school librarians are handling these materials a

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19

Schneider, Edward Francis. "A Survey of Graphic Novel Collection and Use in American Public Libraries." Evidence Based Library and Information Practice 9, no. 3 (2014): 68. http://dx.doi.org/10.18438/b83s44.

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Abstract  Objective – The objective of this study was to survey American public libraries about their collection and use of graphic novels and compare their use to similar data collected about video games.   Methods – Public libraries were identified and contacted electronically for participation through an open US government database of public library systems. The libraries contacted were asked to participate voluntarily.  Results – The results indicated that both graphic novels and video games have become a common part of library collections, and both medi

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Basal, Ahmet, Talat Aytan, and Ibrahim Demir. "Teaching Vocabulary with Graphic Novels." English Language Teaching 9, no. 9 (2016): 95. http://dx.doi.org/10.5539/elt.v9n9p95.

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<p>Mastery of idiomatic expressions by foreign language learners is often equated with the fluency of native speakers of that language. However, learning these idiomatic expressions is one of the significant problems experienced by learners. The present quasi-experimental study conducted over four weeks in the ELT department of a Turkish university aims to investigate the effectiveness of teaching idioms via graphic novels compared to teaching them via traditional activities. The most frequent and useful forty figurative idioms from the Michigan Academic English Spoken Corpus (MICASE) we

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21

Wyatt, Neal, and Anne Behler. "Getting Started with Graphic Novels." Reference & User Services Quarterly 46, no. 2 (2006): 16–21. http://dx.doi.org/10.5860/rusq.46n2.16.

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22

Hoover, Steven. "The Case for Graphic Novels." Comminfolit 5, no. 2 (2012): 174. http://dx.doi.org/10.15760/comminfolit.2012.5.2.111.

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23

Mclaughlin, Jeff. "Deep thinking in graphic novels." Philosophers' Magazine, no. 60 (2013): 44–50. http://dx.doi.org/10.5840/tpm20136015.

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Baetens, Jan. "Graphic Novels: Literature without Text?" English Language Notes 46, no. 2 (2008): 77–88. http://dx.doi.org/10.1215/00138282-46.2.77.

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25

Hennigfeld, Ursula. "Antisemitismusprävention: Graphic Novels im Schulunterricht." Politikum 10, no. 4 (2024): 52–59. https://doi.org/10.46499/2345.3266.

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26

Chaney, Michael A. "Autobiographical Graphic “Novels” of Childhood." a/b: Auto/Biography Studies 32, no. 2 (2017): 297–301. http://dx.doi.org/10.1080/08989575.2017.1289031.

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27

Schwarz, Gretchen. "Expanding Literacies through Graphic Novels." English Journal 95, no. 6 (2006): 58. http://dx.doi.org/10.2307/30046629.

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28

Hansen, Kathryn Strong. "In Defense of Graphic Novels." English Journal 102, no. 2 (2012): 57–63. http://dx.doi.org/10.58680/ej201221805.

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Schwarz, Gretchen. "Expanding Literacies through Graphic Novels." English Journal 95, no. 6 (2006): 58–64. http://dx.doi.org/10.58680/ej20065009.

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Gretchen Schwarz offers a rationale, based on the need for current students to learn multiple literacies, for the use of graphic novels in the high school English class. She highlights several titles, suggests possible classroom strategies, and discusses some of the obstacles teachers may face in adding graphic novels to their curriculum.

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30

허선민 and 서영미. "Becoming Critical Readers of Graphic Novels: Bringing Graphic Novels Into Korean Elementary Literacy Lessons." English Teaching 70, no. 1 (2015): 123–49. http://dx.doi.org/10.15858/engtea.70.1.201503.123.

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Kutluoğlu, Onur, and Mehmet Hakan Ertek. "EMERGENCE OF ARCHITECTURAL HISTORY GRAPHIC NOVELS AS A POTENTIAL SUBGENRE: A POSTMODERN PERSPECTIVE." Turkish Online Journal of Design Art and Communication 15, no. 3 (2025): 909–23. https://doi.org/10.7456/tojdac.1674082.

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This article examines the relationship between graphic novels and historiography within the framework of postmodern theory, and introduces architectural history graphic novels as an emerging subgenre in the intersection of architectural historiography and graphic narrative. Postmodern historiography contends that historical knowledge is not an objective, linear narrative but rather a representational construct shaped by subjectivity, multilayered representations, and narrativity. Graphic novels that adopt this perspective employ both verbal and visual narrative tools to reveal the fictional di

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Panferova, Olga Yu, and Elena L. Mzhelskaya. "Graphic Novels in the Repertoire of Modern Russian Publishers." Tekst. Kniga. Knigoizdanie, no. 24 (2020): 156–72. http://dx.doi.org/10.17223/23062061/24/8.

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The article summarizes the practice of Russian publishers in the formation of the repertoire of graphic novels. In the modern world, visual perception of information is becoming an increasingly common way of obtaining and processing information. Graphic novels are forming an important part of contemporary culture in general and literature in particular, occupying a larger niche in the contemporary literary market. Publishers are trying to meet the needs of readers and include more and more series with graphic novels in their repertoire. The most successful projects in the publishing houses Bub

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Karmakar, Debasish. "Disability and COVID-19: Representation and Resilience in Graphic Novels." Integrated Journal for Research in Arts and Humanities 3, no. 4 (2023): 55–58. http://dx.doi.org/10.55544/ijrah.3.4.7.

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The COVID-19 pandemic has presented unique challenges for individuals with disabilities, and graphic novels have emerged as a powerful medium for representing and exploring these experiences. Historically, disabled individuals have been underrepresented and depicted in stereotypical ways, but graphic novels have challenged these narratives by offering authentic portrayals that humanize disabled characters. In the context of COVID-19, graphic novels provide a platform to address the intersectionality of disability and the pandemic, highlighting issues such as limited healthcare access, social i

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Bosma, Kari, Audrey C. Rule, and Karla S. Krueger. "Social Studies Content Reading about the American Revolution Enhanced with Graphic Novels." Social Studies Research and Practice 8, no. 1 (2013): 59–76. http://dx.doi.org/10.1108/ssrp-01-2013-b0004.

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Graphic novels can contribute to effective content area reading on social studies topics such as the American Revolution. This action research study’s purpose was to examine student recall of facts, enjoyment of reading, and interest in the topic when using graphic novels as compared to illustrated nonfiction prose in social studies content area reading. Twenty-two fifth grade students (13 females, 9 males) in a public school in a Midwestern state participated in the study. Half of the students read about the Boston Massacre and Patrick Henry through graphic novels and read about Paul Revere a

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35

Labad Arias, Marta. "Trabajos de verdad. Un acercamiento a la precariedad, la exclusión social y los futuros en baja resolución desde cuatro novelas gráficas contemporáneas." Arte y Políticas de Identidad 27 (December 30, 2022): 13–30. http://dx.doi.org/10.6018/reapi.552591.

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The following essay traces a journey through a series of recent graphic novels, published in Spain between 2011 and 2019, which portray how young people move through life and work, placing precariousness at centre, contingency and the lack of a clear future. The first part of the essay analyses the graphic novel Tu futuro empieza aquí (Rosa, Mikko, 2011), underlining depression, flexibility, social exclusion, and lack of expectations, as the major feature affecting this group. The second part of the essay explores the ambivalences of creative work through two graphic novels by Alberto Madrigal

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Aldahash, Reema, and Sultan Altalhab. "The Effect of Graphic Novels on EFL Learners’ Reading Comprehension." International Journal of Applied Linguistics and English Literature 9, no. 5 (2020): 19. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.19.

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Saudi EFL learners struggle to read English and encounter obstacles that prevent improvement. Recently, graphic novels were introduced as alternative teaching and learning materials in academic settings. Nevertheless, research in this area remains limited. Therefore, this study examines the effect of reading a graphic novel on reading comprehension and investigates the perceptions of EFL teachers and students regarding the deployment of graphic novels in their classrooms. Sixty-six intermediate school students were divided into experimental and control groups. After the reading sessions, both

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Clark, J. Spencer. "Teaching Historical Agency: Explicitly Connecting Past and Present with Graphic Novels." Social Studies Research and Practice 9, no. 3 (2014): 66–80. http://dx.doi.org/10.1108/ssrp-03-2014-b0005.

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The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novel

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38

Carter, James Bucky. "Transforming English with Graphic Novels: Moving toward Our “Optimus Prime”." English Journal 97, no. 2 (2007): 49–53. http://dx.doi.org/10.58680/ej20076246.

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James Bucky Carter argues for the transformative potential of graphic novels in the English classroom. He advises teachers to be actively aware of the newer and lesser-known graphic novels and suggests approaches for examining the complex social issues the novels address.

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Higginbotham, Jo Ann, Laura Anderson, and Shane Brown. "Perspectives from Local Media Specialists and ELA Instructors on Graphic Novels in the Middle Grades Curriculum." Study & Scrutiny: Research on Young Adult Literature 5, no. 2 (2022): 120–37. http://dx.doi.org/10.15763/issn.2376-5275.2022.5.2.120-137.

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Given the notion that graphic novels have the potential for instruction, this study examines the questions: In what ways do local media specialists and English Language Arts (ELA) instructors use them in their classrooms or other educational settings? If instructors use graphic novels, how do their students respond to them? Have they experienced criticisms concerning the use of graphic novels as texts worthy of analysis and exploration in the classroom? Finally, what is the connection between research and the use of graphic novels in the classroom? In this qualitative study, the authors examin

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Merz, Redaktion. "Graphic Novels (2015). kjl&m, 67 (3), 96 S., 11€." merz | medien + erziehung 59, no. 5 (2015): 92. https://doi.org/10.21240/merz/2015.5.28.

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Graphic Novels stellen ein beliebtes Format in der aktuellen Literaturszene dar: Sie erhalten jüngst nicht nur verstärkt mediale Aufmerksamkeit, sondern stehen auch vermehrt im Fokus der Wissenschaft. Im allgemeinen Verständnis werden darunter Comichefte zusammengefasst, die sich an ein erwachsenes Lesepublikum richten und einen scheinbar höheren thematischen sowie narrativen Anspruch als konventionelle Comics aufweisen. Was jedoch im Detail hinter der Begrifflichkeit Graphic Novel steckt, erläutert die Ausgabe Graphic Novels der Zeitschrift kjl&m, herausgegebenen von der Arbeitsgemeinscha

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Huq, ATM Sajedul. "Using Graphic Novels to Teach English Majors in Bangladeshi Universities." Crossings: A Journal of English Studies 4 (August 1, 2014): 37–51. http://dx.doi.org/10.59817/cjes.v4i.337.

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The paper examines the existing misconceptions about graphic novels and explains how this medium of art can be used to teach graduate students majoring in English Literature. Graphic novels can be a great aid for students who ate pursuing degrees in English, yet struggling with language acquisition. The lack of vocabulary is one stumbling block which can be averted by the illustrations of a graphic novel that both exemplify the context and contextualize the narrative. The inclusion of graphic novels in syllabi across the globe, the paper argues, can be replicated in our local universities.

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Fenty, Nicole S., and Melissa Brydon. "Using Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction." Intervention in School and Clinic 55, no. 5 (2019): 278–85. http://dx.doi.org/10.1177/1053451219881749.

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Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief su

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Ходоренко, А. "A NEW MEDIUM: THE JOURNEY OF THE GRAPHIC NOVEL AS AN ARTISTIC EXPRESSION." Journal “Ukrainian sense”, no. 2 (February 10, 2025): 114–21. https://doi.org/10.15421/462429.

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Background. This article explores the defining characteristics and cultural significance of graphic novels as a legitimate literary and artistic medium. It highlights their distinctive narrative structures, artistic styles, and thematic depth, emphasizing how these elements contribute to their complexity and richness. The study addresses the pursuit of cultural legitimacy within graphic novels, tackling the stigma traditionally associated with comics and advocating for their recognition as serious literature. Purpose. The purpose of this article is to define the unique attributes of graphic no

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44

Ha, Il. "Exploring the Methodological Potential of Graphic Novels as Arts-Based Qualitative Research." Korean Association for Qualitative Inquiry 10, no. 4 (2024): 1–27. https://doi.org/10.30940/jqi.2024.10.4.1.

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To fulfill the need for in-depth exploration of human experiences, arts-based qualitative research has emerged, continuously uncovering possibilities through various artistic genres. This study aims to present the potential of graphic novels, a genre of comics that values accessibility, as a tool for arts-based qualitative research to meet the demand for alternative forms of writing. Thus, the focus of this research is to analyze how graphic novels convey authenticity and overcome the limitations of representation as an alternative writing method. The research methodology involves analyzing ex

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45

Staudacher, Diana. "„Mit Worten malen und mit Bildern schreiben …“." PADUA 16, no. 4 (2021): 241–47. http://dx.doi.org/10.1024/1861-6186/a000636.

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Zusammenfassung. „Bildergeschichten“ des Krankheitserlebens bringen weit mehr zum Ausdruck als traditionelles Edukationsmaterial: Erlebtes und Gedachtes, Gefühltes und Gefürchtetes, Erwünschtes und Erhofftes. Dank mündlicher Rede und einfacher Sprache sind Graphic Novels leicht zu verstehen. Wer die Geschichten liest, wird „in sie hineingezogen“ und verbindet sie mit eigenen Erfahrungen. Welches Potenzial bieten Graphic Novels für die Patientenedukation? Welche Zielgruppe sprechen sie primär an? Und wo liegen die Grenzen, die es beim Einsatz von Graphic Novels zu beachten gilt?

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Szekely, Eva Monica. "Multimodale literacy. Reading and graphic novels/comics." BULETIN ŞTIINŢIFIC SERIA A Fascicula Pedagogie-Psihologie-Metodică 23 (December 31, 2023): 200–218. https://doi.org/10.37193/bs-ppm.23.18.

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Our intention is to provoke the comparative reading of some classic novels/ continuous texts vs. graphic novels/ comics/ discontinuous text in order to discover the reason (acknowledged and/or hidden) Romanian teenagers tend to read moreover graphic novels/ comics rather than classic novels and/ or vice-versa. A special attention will provide two volumes of graphic novels/ comics published by ART Publishing House: Maus: Un survivant raconte by Art Spiegelman, Romanian title: Maus. Povestea unui supravietuitor (the Holocaust experience of Spiegelman’s father), and Persepolis, I, II, by Marjane

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Chapagaee, Rajendra Prasad. "Exploring Narrative Techniques in Graphic Novels." Saraswati Review 1, no. 1 (2024): 71–76. https://doi.org/10.3126/tsr.v1i1.77511.

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In the realm of literature, graphic novels have become much more prominent as a vibrant and versatile medium in recent years. This study explores the intricate fusion of narrative and visual elements within graphic novels, with an emphasis on how all of these elements work together for conveying complex stories and themes. As the medium continues to evolve, understanding the literary techniques employed becomes paramount for scholars, artists, and readers alike. The literature review traces the historical development of graphic novels, emphasizing their evolution from comic books to a legitima

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Brooks, Melanie C., Kelly Deits Cutler, Fida Sanjakdar, and Daniel D. Liou. "Teaching Jihad: Developing Religious Literacy through Graphic Novels." Religions 11, no. 11 (2020): 622. http://dx.doi.org/10.3390/rel11110622.

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This study examined the representations of jihad in graphic novels to ascertain how its depictions may inform the development of religious literacy in secondary classrooms. Hegemonic constructions of jihad in the West are commonly reduced to false binaries that shape non-Muslims’ extant beliefs and perceptions of Islam and Muslims. This raises concerns about the ways in which societal expectations shape knowledge formation in schools. Accordingly, this critical content analysis explored the depiction of jihad in three graphic novel memoirs, an increasingly popular medium of instruction in seco

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Martin, Elaine. "Graphic Novels or Novel Graphics?: The Evolution of an Iconoclastic Genre." Comparatist 35, no. 1 (2011): 170–81. http://dx.doi.org/10.1353/com.2011.0015.

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Skoble. "Illustrated Rand: Three Recent Graphic Novels." Journal of Ayn Rand Studies 20, no. 1 (2020): 146. http://dx.doi.org/10.5325/jaynrandstud.20.1.0146.

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