“Immediate, Apocalyptic Freaking Out?”

Graphic novels are becoming more prevalent and popular among teenagers and are thus being collected by public and school libraries. This situation contributed to the doctoral researcher's desire to investigate graphic novel collections in public libraries in Australia, what teenagers think of graphic novels and whether they read them. This paper discusses the three research methods of the project. One method, the survey of public libraries, has been completed, and some preliminary results of the survey are examined.

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 as well as issues and questions at the forefront of their minds. A survey of school librarians in the United States revealed that almost all of them collect fiction and nonfiction graphic novels, while 67% collect manga. Most respondents indicated that they are partly or solely responsible for the cataloging and classification decisions made in their media centers. For classification purposes, most have elected to create separate graphic novel collections to house their fictional graphic novels. Some include nonfiction graphic novels in this section, while others create a nonfiction graphic novel collection nearby or shelve nonfiction graphic novels with other items that deal with similar subject matter. Many school librarians express uncertainty about how best to catalog and classify longer series, adapted classics, superhero stories, and the increasing number and variety of inventive titles that defy categorization. They also struggle with inconsistent vendor records and past practices and suffer from a lack of full confidence in their knowledge of how to best classify and catalog graphic novels so that they are both searchable in the library catalog and easily accessible on the shelves.

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, comprehension, and critical thinking skills. By bridging the gap between visual storytelling and traditional literature, graphic novels serve as a gateway to more complex works, encouraging readers to explore a wider range of texts. School librarians play a crucial role in curating and promoting these resources, ensuring that graphic novels are effectively integrated into reading programs. Recommendations include incorporating graphic novels into school library collections and reading curricula, addressing any biases against their use, and advocating for the inclusion of diverse titles to support a broad spectrum of reader interests. This approach can create a more dynamic and inclusive reading culture, empowering reluctant readers to engage more confidently with literature.

Graphic novels have been recognized by many professionals, researchers, and educators as a major factor in increasing student engagement. The purpose of this research is to analyze a middle school library's statistical data before and after the addition of graphic novels into the library collection. The study also analyzes the growth of scholarly literature related to graphic novels and school libraries. The compilation of this research should provide insight to school librarians, teachers, administrators, and researchers on the value and successes associated with the inclusion of graphic novels in the school library collection.

The author examines the rise in popularity of graphic novels, the sales of which have steadily increased as their influence expands into adolescent culture. This article also includes an overview of current research results supporting the use of graphic novels within the classroom and school library; graphic novels support English‐language learners and those students with reading disabilities. Finally, graphic novels are changing the language we use to frame our knowledge about literacy, text, and image.

<p>Graphic novels have grown in popularity during last 20 years. A growing band of supporters are advocating for graphic novels to be used in both public libraries and schools. However, research into this area in New Zealand is limited. This study investigated the current situation by exploring how Hamilton teachers and school librarians were utilising graphic novels and their experiences during these activities. A qualitative approach of semi-structured interviews with volunteer participants was chosen in order to solicit rich information on the phenomenon. The study found the use of graphic novels in schools was an emerging phenomenon and the format was being used to a limited extent. However, both teachers and librarians felt they were a successful learning tool with many benefits for students. These included increased enthusiasm and engagement from students, in particular boys and reluctant readers, a focus on visual literacy skills, and connections with popular culture. All participants recommended graphic novels have a place in schools in the future, highlighting the potential they have as a legitimate learning resource. This study recommends graphic novels continue to be used in schools or be adopted by those schools without them. It also recommends schools select a wide range of graphic novel genres in order to cater to the needs of the variety of students identified as responding positively to the format.</p>

<p>Graphic novels have grown in popularity during last 20 years. A growing band of supporters are advocating for graphic novels to be used in both public libraries and schools. However, research into this area in New Zealand is limited. This study investigated the current situation by exploring how Hamilton teachers and school librarians were utilising graphic novels and their experiences during these activities. A qualitative approach of semi-structured interviews with volunteer participants was chosen in order to solicit rich information on the phenomenon. The study found the use of graphic novels in schools was an emerging phenomenon and the format was being used to a limited extent. However, both teachers and librarians felt they were a successful learning tool with many benefits for students. These included increased enthusiasm and engagement from students, in particular boys and reluctant readers, a focus on visual literacy skills, and connections with popular culture. All participants recommended graphic novels have a place in schools in the future, highlighting the potential they have as a legitimate learning resource. This study recommends graphic novels continue to be used in schools or be adopted by those schools without them. It also recommends schools select a wide range of graphic novel genres in order to cater to the needs of the variety of students identified as responding positively to the format.</p>

Here is the essential guide for librarians and teachers who want to develop a quality, curriculum-based graphic novel collection—and use its power to engage and inform middle and high school students. Connecting Comics to Curriculum: Strategies for Grades 6–12 provides an introduction to graphic novels and the research that supports their use in schools. The book examines best curriculum practices for using graphic novels with students in grades 6–12, showing teachers and school librarians how they can work together to incorporate these materials across the secondary curriculum. Designed to be an essential guide to harnessing the power of graphic novels in schools, the book covers every aspect of graphic novel use in libraries and classrooms. It illuminates the criteria for selecting titles, explores collection development strategies, and suggests graphic novel tie-ins for subjects taught in secondary schools. One of the first books to provide in-depth lesson plans for teaching a variety of middle and high school standards with graphic novels, the guide offers suggestions for differentiating instruction and includes resource lists of recommended titles and websites.

Graphic novels are one of the most popular formats of literature that circulate in school libraries today; however, the high demand for these books may leave librarians scrambling to purchase new graphic novels to fulfill the needs of their patrons. The researchers interviewed 20 school librarians working in elementary and middle schools in the southeastern United States to better understand their collection development practices with regard to graphic novels. They found that the librarians’ collection development practices and familiarity with regard to graphic novels differed from that of traditional novels and that the participants often engaged in self-censorship in the selection and maintenance of their graphic novel collections. Reasons for engaging in self-censorship are discussed, as well as additional censorship-related issues.

Graphic novels have been growing in popularity and demand since they were first introduced as a format in 1978 by Will Eisner with his publication of A Contract with God (“Will Eisner”, n.d.). Graphic novels (GN) are a format of writing and illustration that spans fiction and non-fiction genres with many classic works being adapted into the format to encourage more young adult engagement. Yet, many libraries nationwide, including school and public libraries, lack a strong graphic novel collection. The American Library Association (ALA) is a national authority on issues related to intellectual freedom including the increase of challenges and censorship of books. During the research timeframe for this study, the ALA reported large increases in the number of challenges and censorship in libraries with a 14% increase from 2018 to 2019 (“Infographics,” 2024). Graphic novels are not immune to challenges and the perception is that graphic novels have become targets for challenges as the popularity of the format has grown. This study is intended to examine the ALA’s Top 100 Frequently Challenged Books Lists and Top 10 Most Challenge Lists to determine if graphic novels are experiencing an increase in challenges, whether the challenged graphic novels are recognized for their literary work by comparing the medium-specific Will Eisner Award and Harvey Award for graphic novels, and the reason graphic novels are being challenged through content analysis.

Although there have been studies examining the circulation and use of graphic novels in public and academic libraries, there has yet to be a scientific study examining these variables in multiple school libraries. The purpose of this study was to gain a better understanding of middle school graphic novel collections, through the analysis of circulation data and interviews with librarians. Quantitative results reveal that graphic novel circulation represents a larger proportion of total circulation for the libraries examined, than their percentage of the collection would suggest. Analysis of the survey results reveals commonalities and differences between these graphic novel collections.

Graphic novel collection and use has become a popular topic in the library community; most of the literature has focused on collecting in school and public libraries. The number of academic libraries that carry graphic novels has increased, but those collections and the few articles addressing graphic novels in academic librarianship have focused on serving the recreational reader or the pop culture historian. Meanwhile, the education community has begun to embrace graphic novels as a way to reach reluctant readers; engage visual learners; and improve comprehension and interpretation of themes, literary devices, and social issues, among other topics. As graphic novels are increasingly used in the classroom, students majoring in elementary and secondary education should have access to these materials as they prepare for their future careers. Making graphic novels a specific part of the curriculum and instruction collection supports the academic library's mission to meet the research and training needs of the faculty, staff, and students.

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Comics, graphic novels, and manga differ appreciably from textual narrative formats, and materials with increasingly visual elements have found their way into progressive and student-centered library collections. But many educators and librarians still resist inclusion of graphic narratives in school libraries and devalue the reading practice of students who prefer more visual texts. Using the framework of radical change, which posits that both text conventions and reader expectations for text are increasingly multimodal as they possess characteristics of evolving digital media, this study considered the relationship of the characteristics of text individual students prefer, particularly those they select from the school library, and their attitudes towards aspects of reading practice as evidenced through the Adolescent Motivation to Read Profile instrument. Survey data was supplemented with circulation history from the library management system to inform a correlational study punctuating attitudinal differences based on reader preferences. Findings include high school students who engage with graphic narrative text formats reporting more favorable views of libraries and reading. There is a demonstrable distinction in attitudes between students who prefer more visual text when compared with peers with more traditional print affinities. Student engaging with graphic narrative texts also report more frequent engagement with text overall. These demonstrated relationships should help to legitimize the inclusion of more graphic narrative text formats in school library collections.

Booklists created by library and education professionals can be valuable tools for librarians as they develop collections. Based upon the perceived discomfort felt by many school librarians in selecting graphic novels, this research analyzes the extent to which a population of elementary and middle school libraries’ collections in the Southeastern United States reflects the lists of recommended graphic novels annually produced by the Association for Library Service to Children (ALSC).