Graphic Novels in Alternating Settings

From the Italian Teaching Workshop to the Classroom

Abstract

This paper aims to illustrate a convergence of best practices between the Italian language teaching courses offered by the teacher-training institute and actual classroom practice. More specifically, it focuses on reflections regarding the use of images and texts from comic books and graphic novels in language classes, as well as on the multiliteracies skills developed through this approach. Comic books—and, even more so, graphic novels—as a medium that blends various forms, could prove to be a fruitful and complementary resource for students who struggle to engage with and understand more traditional texts. They are an interesting tool for stimulating students’ curiosity, allowing them to discover stories and work on language skills through text types that are highly popular among young readers. However, teachers need to reflect on their own reading practices when encountering this type of literary and graphic work, as well as on the strategies for using graphic novels in the classroom. One might assume that teachers may be in need of professional development regarding this subject matter in order to better understand it. We will explore an initiative that originated in the Italian language teaching workshop and aims to connect training with real-world experience (Fumettando Insieme Exhibition, DIP-Geneva, 2024, 2025, and 2026), by providing tools to teachers: the graphic novel leaves the workshop to enter the classroom, and then returns to the workshop enriched by real-world experience.