Abstract
This study reviews the current parents' perspectives and habits of using graphic novels, including electronic equipment, in Hong Kong to support children's reading and learning. Parents were invited to participate in semi-structured group interviews based on our five research questions. The authors employ a thematic analysis approach to analyze the data and determine the similarities and differences between the literature review and the current mobile digital environment. The findings indicated that respondents were not keen on using graphic novels to support their children's reading and learning. The two main reasons were inadequate understanding or bias on graphic novels and the wide availability of online digital materials for reading and learning support. Scant studies focus on graphic novels in parent-child reading from parents' perspectives, especially in the Asian context, though graphic novels are becoming a worldwide trend. Parents' opinions about this issue are invaluable for educators and librarians in curriculum design and collections development.
TopIntroduction
Reading has recently regained attention (Chan & Chiu, 2023; Chiu & Ho, 2022; Kong et al., 2018; Lo et al., 2021; Tse et al., 2022) because of the massive lockdown of cultural organizations during the COVID pandemic (Huang et al., 2021, 2022, 2023; Meng et al., 2023; Yu et al., 2023). As for graphics novels, parents often avoid selecting these reading materials for their children due to the stereotypes among parents. Text and illustrations are the two major elements in graphic novels to narrate stories; comics and picture books are common examples (Library of Congress, 2014). Parents seldom recognize graphic novels as formal literature and resist their children’s reading because of the widespread use of illustrations in books (Fletcher-Spear et al., 2005). Moreover, the popularity of superhero comics provides some negative and misleading impressions of graphic novels, such as graphic novels are all about superheroes and contain inappropriate content for children (Scholastic, 2018).
Over the last decade, America’s academia and education sectors have paid more attention to graphic novels and affirmed their advantages in distinct aspects (Morrison, 2017), such as encouraging reluctant readers (Bunn, 2012), improving information literacy (Crowley, 2015), and aiding children’s learning in different subjects (Cooper et al., 2011; Griffith, 2010; Oz & Efecioglu, 2015).
Although researchers have discovered the contribution of graphic novels to children’s reading and learning, scant studies investigate its current usage and acceptance in parents’ perspectives, especially in the Eastern context. It is necessary to bring new insights to parents and related stakeholders (such as librarians and educators) and help them regard graphic novels as valuable literature and learning resources.
This research examined the current usage of graphic novels in Hong Kong families and explored parents’ opinions on using them to help children’s reading and learning. Thus, group interviews were arranged for several local parents and focused on the following research questions and objectives.
RQ1. What is the current awareness of graphic novels among parents in Hong Kong?
RQ2. What are the pros and cons from the parents’ perspectives in using graphic novels to cultivate children’s reading habits and support their learning?
RQ3. What is the current usage among these parents of graphic novels to cultivate children’s reading behavior and support their learning?
RQ4. How can online platforms and resources be effectively used to read graphic novels in parent-child reading?
RQ5. What can society and government do to promote graphic novel reading to parents and children?
Key Terms in this Chapter
5E Instructional Model: A constructivist instructional model developed by Bybee et al. (2006) for science education but later employed in diverse disciplines and education levels. It consists of five phases, i.e., engagement, exploration, explanation, elaboration, and evaluation.
Children’s Reading Behavior: A behavior significantly influenced by children’s reading desire or motivation, including but not limited to their reading expectations, interest in reading the literature, and sensory needs.
Reluctant Readers: A type of reader with an unwillingness to read due to consideration of reading as boring, challenging to achieve, and time-consuming.
Parent-Child Reading: A type of parent-child activity that encourages parents to read literature with children, potentially improving children’s literacy skills and parent-child relationships, value education, and emotional communication.
Graphic Novels: A type of literature majorly comprising text and illustrations for presenting characters’ moods, actions, tones, and plots in the form of narration. Examples can include comics and picture books with varied themes.
Children’s Learning: Learning new knowledge and skills through a wide variety of resources, for instance, learning through reading literature such as graphic novels to improve literacy skills, second language skills, and cognitive skills. Therefore, reading literature is commonly used to support children’s learning.
Biases on Graphic Novels: Some stereotyping biases on the values of graphic novels, for example, easy content only for young children that is not conducive to children’s growth because of the heavy use of illustrations and misunderstanding of graphic novels relating to sensitive and parental-guidance-required topics.