Let's Get Graphic!

“Graphic novels’ popularity with young people has certainly earned them a definite place in school libraries” (Mardis, 2016, p. 105).  I have discovered this popularity in my new role as school librarian the past two school years.  As a past classroom teacher, my students would bring back graphic novels on checkout day and I have to say I wasn’t fond of them.  But now in the library I see students read with enthusiasm and thrive on the visual information.  They are the first books students ask for and the shelves are continually empty!  The population of the graphic novels makes book selection an easy task because I now know which books the students are reading.
 
According to Mardis (2016), “the modern types of graphic novels began in the 1970s, but in recent years they have become extremely popular and many librarians include them in their collections” (p. 106).  Some advantages of including graphic novels in your collection are:  visual learner connections, leading to exploring other kinds of literature, attracting boys and reluctant readers, useful for ESL or below level students and for attracting young people to the library.  I notice all of these advantages as graphic novels are used in my library.  I strongly feel that the books are magnets for pleasure reading and are critical in the development of literacy in our second language learners.

 
Adding graphic novels to a library collection also has some disadvantages.  “The contents of some graphic novels are not appropriate for young people” (Mardis, 2016, p. 106).   This is a concept I struggle with when considering what graphic novels to add to my collection because I am at a grade level campus that hosts only second and third graders.  I have some students who like the graphic novel format and have a higher reading level than a second or third grader.  Therefore, the content may be too advanced for my younger student.  I experienced this when receiving a set of Babysitters Club graphic novels and one was titled “Boy Crazy Stacy”.  After reading it, I decided the contents were not appropriate for the age of a second or third grade student and I chose not to put it on the shelf.
 
So let’s continue this love of reading and let the graphic novel collection continue to be the ones with the tattered covers and the longest wait list!  All students will be able to build their reading confidence and there will continue to be a surplus of options for readers of all ages.
 
Mardis, M. (2016). The collection program in schools: Concepts and practices (6th ed.). Santa Barbara, CA: Libraries Unlimited. 
 
 
Jamie Gruntorad
School Librarian
Sandoz Elementary School
Lexington, NE