Integrating graphic novels into reading instruction: a multimodal and visual literacy perspective

This study aims to examine the use of graphic novels as a pedagogical tool within the framework of multimodal literacy, focusing on the integration of multimodal literacy and visual literacy into reading skills. Contemporary educational approaches have evolved beyond text-based knowledge transmission, emphasising holistic methods that improve learners’ access to information through multiple sensory channels, encourage multifaceted thinking, and develop creative expression skills. In this context, incorporating multimodal sources and visual materials into instructional processes has become increasingly important for supporting both students’ academic and affective development. In the literature, emphasis is placed on the systematic use of elements such as graphic novels, illustrated books, and digital presentations in classroom settings under the umbrella of multimedia design. Graphic novels, by combining textual and visual narratives, stand out as powerful tools for enhancing multimodal literacy skills. This study theoretically explores how graphic novels may be incorporated into reading instruction to support text interpretation, plot construction, character analysis, creative writing, and visual reading skills. The research employs a qualitative, design-based approach. The findings derived from the document analysis are interpreted in relation to the existing international literature. Additionally, selection criteria for the use of graphic novels in children’s and young adult literature were determined based on pedagogical and aesthetic principles, and a lesson plan targeting reading skills was developed. This activity plan offers practical suggestions for structuring graphic novels during lesson introduction, comprehension, production, and evaluation phases.