Manga as a form of Literacy: Manga as a form of Literacy

The use of Manga in the classroom as an educational form of Literacy.

When translated into English, it means ‘whimsical pictures’. There are many other names it goes by, such as manhwa, comics and graphic novels, however, most people though would commonly refer to it as manga.

Manga is said to date back in Japan as early as the 18^th century, and from then has continued on to being the most popular form of novel in Japan. In 1995 stati stics sh ow manga as accounting for over 40% of sales of all book and magazine sales in Japan. It is well and truly one of the most popular forms of reading material in the world. However, despite these facts manga is yet to be introduced into schools as a way of teaching our young.

Although most of what is published in America is for adults, manga are increasingly popular in America and other countries with children being the majority of the readers. However, schools do not approve of them as they should, even though manga can actually improve your literacy more than a book may.

Why? Children, especially boys, are visual learners, meaning they learn best when they look at images, pictures, colours and maps. Manga and comics are of course is the obvious choice in these scenarios because manga appeals to children, being made up of pictures and bright colours, with very little reading involved.

For boys, manga is quite motivating because the action and excitement happens within a few pages and boys don't generally like to wait for the story to develop. This can result in boys reading longer stories in an attempt to discover more exciting stories.

Studies by a Japanese Psychologist, Jun Nakazawa, shows that generally the older age group of the Year Ones to Year Sixes had an increased understanding with age and expertise. One test was an eye-tracking study comparing the eye movements of an "expert" versus a "non-frequent" manga reader. The "non-expert" hovered more on word balloons than images and had higher reading times. On the other hand, the "expert" reader made "fewer useless eye movements" that were smoother, in addition to a higher rate of skipping over more panels and balloons. However, the expert also had higher story understanding recollection than the non-expert, despite reading quicker and skipping elements.

Another aspect of the study was looking at the role of manga in education. One fascinating find showed that frequent reading of manga related to achievement in language arts (particularly sentence comprehension) and a liking of social sciences, though "not significantly with liking for art class." Several studies on these issues also indicated a higher level comprehension for learning from manga than from pure textual "novelised" writing.

According to Brenda Pennella, a fifth grade teacher from Pennsylvania, manga aligns with reading comprehension skills:

We, as educators . . . have always known that reading is a series of skills: questioning, visualizing, inferring, predicting, connecting, and responding. . . . With graphic novels, the scaffolding necessary to build solid readers is in the architecture of the genre. The illustrations not only support the text; they are a part of the text. Students are given context clues within the subtle and sometimes not-so-subtle expressions, symbols, and actions of the characters within the story. Vocabulary is also supported within the illustrations and text. The framework or grid layout of this art form lends itself perfectly to the predicting strategies needed to reach higher-level understanding in reading comprehension.

Of course, not all manga is educational. There are people who believe manga and comics are reading material that should never even come near children, let alone classrooms. This is especially shown through Author Fredric Wertham’s bestseller, Se d uction o f th e Innocent.

Published in 1954, this novel was a cause of alarm for parents with claims warning that comics in America were causing children to become delinquents, and comics became a scapegoat for children who committed a crime similar to one depicted in a comic book, because it was the comic book that “made them do it”. Wertham also accused comics to encourage homosexual thoughts because Robin was always drawn with bare legs, that were often left wide open and he appeared too attached only to Batman. Another claim he made explained that comics gave children the wrong idea about the laws of physics because superman could fly.

Wertham’s anti-comics crusade was the cause of the enforcement of The Comics Code Authority.

Cartoonists were then forced to abide by new (and in my opinion, ridiculous) rules as stated in this code, such as;

-“No unique or unusual methods of concealing weapons shall be shown.”

-“No comics magazine should use the word horror or terror in its title.”

-“All characters shall be depicted in dress reasonably acceptable to society.”

-“Females shall be drawn realistically without exaggeration of any physical qualities.”

In 1971, the code was revised and relaxed slightly, rewriting a few of the rules to, well, go with the times. For example;

-“Healthy, wholesome lifestyles will be presented as desirable. However, the use and abuse of controlled substances, legal and illicit, are facts of modern existence, and may be portrayed when dramatically appropriate.”

The Comics Code Authority finally ended its 56 year long run in February 2011, when the last two publishing companies using its services finally ended the use of their serviced, despite the fact no one seemed to be using it since as far back as 2009.

Luckily, a few years ago a new group of people had come about promoting manga specifically for use in classrooms; SelfMadeHero.

SelfMadeHero is a self-publishing company that has been around since 2007. They have a range of works; the most popular are the Eye Classics and, of course, M anga Sh akespe are.

Manga Shakespeare is a series of graphic novel adaptations of William Shakespeare's plays.

Overall, although some may not agree, I think manga is literature that deserves to be embraced into society and into our classrooms. Studies have shown its effectiveness on children and parents should not disregard this entertaining and educational medium. Perhaps most important, though, is that children are more likely to continue to read as they grow up if they see reading as enjoyable – and what better than a manga for teaching them that reading is fun? In fact, research shows that boys who read manga are more likely to read other text-based material, and say they enjoy reading more. So rather than rolling your eyes at your child’s choice of reading material, encourage it; after all, if comics lead them to a lifelong love of reading, then that can only be a good thing.

Reference list;

Allen, Kate. Ingulsrud, John E.; Journal of Adolescent & Adult Literacy (May 1, 2003). Retrieved April 26, 2013 from; http://business.highbeam.com/435378/article-1G1-101679714/manga-literacy-popular-culture-and-reading-habits-japanese

Association of Comics Magazine Publishers; The Comics Code Authority. Retrieved on May 5, 2013 from; http://www.comicartville.com/comicscode.htm

Author unknown; Graphic novels in the classroom. Retrieved on April 26, 2013 from; http://www.qrscanner.us/graphic-novels.html

Draper, D. Comprehension Strategies Visualising & Visual Literacy. Retrieved on April 26, 2013 from; http://www.decd.sa.gov.au/northernadelaide/files/links/4_VisualisingBooklet.pdf

Nakazawa, Jun. 2002. Applied Developmental Psychology: Theory, Practice, and Research from Japan (HC). Pages 32- 49. Retrieved on April 26, 2013 from; http://books.google.co.nz/books?id=L3dmZKStQ8kC&printsec=frontcover&dq=Applied+Developmental+Psychology:+Theory,+Practice,+and+Research+from+Japan+%28HC%29+jun+nakazawa&hl=en&sa=X&ei=HHiPUYfLEae9igLe8YAw&ved=0CDIQ6AEwAA

Natsume, F. Japan’s Manga culture. Retrieved on April 26, 2013 from; http://www.jpf.go.jp/e/publish/periodic/jfn/pdf/jfn27_3.pdf

Pennella, B. Graphic Novels: The POW!-er in the classroom! A Teacher’s Perspective. Retrieved on April 26, 2013 from; http://www.graphicnovels.brodart.com/teachers_perspective.html

Shwarz. G. English Journal Volume 95, No. 6, (July 2006). Retrieved on April 26, 2013 from; http://www.jstor.org/discover/10.2307/30046629?uid=3738776&uid=2&uid=4&sid=21102204307301

Wertham, F. Seduction of the Innocent, chapters 1-8. Retrieved on May 5, 2013 from; http://www.dreadfuldays.net/soti.html

8 comments:

Courtney A11 May 2013 at 16:01
This is a really interesting topic, simply because of the implications when introducing it into a classroom.

I can guess what a teacher would think if this idea was presented. Strictly for 'lazy readers' who can't be bothered. To some extent I agree with this, as I imagine this method expresses a similar idea as Movies vs. reading where imagination is redundant because it is being presented in front of your eyes and no thought is required.
This also goes again for those in later years (say high school and above) who need to study sentence structure for studies such as creative writing, where reading is essential and manga could do more harm than good.

However, this could be effective depending on age group and target audience. Like you pointed out above, statistically speaking boys are more visual learners and younger people are infamous for having very short attention spans. So if this was ever introduced it might have to be integrated into the syllabus delicately, maybe perhaps with the original text side-by-side?

Also teenagers who have trouble with Shakespeare in particular because of the language, so I can see this method working wonders in that respect. Although I think it'd be up to the teachers discretion and their knowledge of their class to decide if this method would be either a hindrance or a help.

Despite this, I think it is a good idea and a good option to have in the classroom.
Nicely done!
Unknown11 May 2013 at 21:04
This is the most interesting topic that I have read so far! I certainly believe that Manga could be a good thing for children to learn and comprehend better than reading boring text books. I used to read books which contain old saying when I was at primary school. On left side of book, it has six-frame comic strip cartoon and on the right side, it explains the meaning of old saying in a long text. I didn’t even look through the explanation at once as the short cartoon looked more interesting and draw my attention even though my mom forced me to read the explanation. However, one day, I won a competition about finding correct meaning of old saying at school. Back then, I tried hard to remember the images on cartoons in order to match with the saying. My mom was very surprised as she was the one who wasn’t happy about seeing cartoons on books and since then she encouraged me to read more books which carrying short-frame comic. Surprisingly, some of the images what I have seen on the books still remain in my head when I hear particular old saying. Therefore, I do believe that Manga is totally reasonable to use as an educational form of literacy and I bet it would definitely work to some children.
Unknown11 May 2013 at 21:19
Well, this is one of my favorite topics. I'm a girl and frankly reading manga is a huge part of my day. I learn visually better than theoretically. I believe it would be a great asset to schools everywhere is manga was introduced as a form of literature. I have met many people in high school who hated reading from prescribed novels such as Hamlet or The Scarlet Letter. But when they were introduced to the story in comic/manga form, they understood the story much better and the literature wasn't as complicated. I myself prefer images (although i am a bookworm) because it gives you the visual element as well as the word element to consider when reading. A picture says a thousand words right?
Lazy12 May 2013 at 02:11
great ideas, great argument overall.
manga is probably a more modern way of reading compared to the massive pile of word people tend to go through with a normal novel, defiantly more enjoyable. however i am curious to see the counter argument explored in a more detailed way.
Unknown12 May 2013 at 02:49
Hi Mala,
Your topic is the most interesting one I've read. To be honest me myself is a big fan of manga, however I never think about the possibility to bring manga into class, I mean as a teaching method. ( of course students bring manga into classroom everyday :-P )

First of all, I love the background of your blog and the picture you used, also the color of the font went well with black color. The only problem is the highlight of hyperlin makes the title very hard to read.

Here is my comments on your content:
I do agree with you that manga is a kind of literature. Although it has long history in Japan and almost it is fully accepted by the whole society, manga still not be used as a teaching method. Why?

As the original birthplace where manga occupies an dominain position in reading materials. How come the Japanese never use it in class?

In my opinion I can find two reasons:
1. For sure as graphic novels, manga is a strong stimulator for visual reader and it will improve read speed. However, I don't think it can improve talking skill at the same time. In America, people who are indulgenced into manga are called Nerd by the mainstream society. And most of the are having communication difficulties.
2. As you said manga is attractive because of the action and excitement. But not all the literature can be translated as the way manga did. Graphic novel maybe good, is it suitable for all literature?

Anyway, the series of William Shakespears is a good one. I think it's a good try to connected manga with classic literature. I think school can use it as suggested reading materials.
Rosalie1412 May 2013 at 05:32
Wow, I really like the idea of introducing Manga into the classroom. The idea of having Manga versions of Shakespeare is awesome! At school I would often have difficulty with reading shakspeare's work, and imagining what was happening at the same time. Using Manga seems like a great idea, as you can more easily interpret the scenes based on the body language and facial expressions. Personally I would have loved to read Hamlet in Manga, rather than skimming the play.
Unknown14 May 2013 at 22:35
Hi Mala , i reckon you've got a really cool and interesting topic. For myself i don't really read manga but i reckon it will be more motivating for student to study if they have more images in the textbooks and i reckon it does help for student to understand.
Unknown19 May 2013 at 23:13
Hey Mala,
Interesting topic you've presented here. Awesome. I don't think I've come across an issue on the use of Manga in an educational institution. First of all I think the awareness you presented through your sources and the statistics that supported your argument on this issue was quite persuasive. It actually brought about a good deal of questions in regard to this argument, why it isn't used and weather or not it should be introduced into the education system. Coming into this blog my perception on visual resources to help with learning supported this issue, the way I looked at if it's beneficial to the learner then I don't why not.
However, I think some considerations need to be accounted for. For instance I think educational institutions in the west are quite used to the system that they have applied over many years. So to introduce this medium might go against some methods that have been introduced and have 'worked' thus far. Having said that perhaps you could have compared and contrasted the pros and cons of having manga introduced into the education system. In doing so, present statistics on western teaching methods that don't work. Rather than present a set of sources that support the use of manga. One other aspect I'd like to address is manga, it was introduced and formed by the Japanese for the Japanese, so one could argue that this eastern medium might not work in western cultures. Anyway this was thought provoking. I still think the use of any medium, in this case manga, that is beneficial to the learner, is good.

Manga as a form of Literacy

Thursday, 4 April 2013