Journal Critique 3: Literature review and research questions:

The journal article, Writing from behind the fence: incarcerated youths and a graphic
novel on HIV/AIDS, (Gavigan & Albright 2015) illustrated the relationship between creating
graphic novels and their effect upon literacy skills and self-efficacy for juvenile criminal
offenders. To support their rationale for selecting incarcerated youth for the visual literacy
investigation, Gavigan & Albright (2015) cited data from The State of South Carolina 2014
Annual School Report Card which indicated that only 28% of the students at this juvenile
justice high school scored 70% or above on the end of course exam for language arts (State of
South Carolina, 2014).
Further literature review of the South Carolina health department found that South
Carolina is 8th in the nation for new cases of HIV/AIDS cases in teens, providing evidence that
health education is a critical intervention for HIV/AIDS prevention within this population (South
Carolina Department of Health, 2013). Finally, Gavigan & Albright (2015) reviewed published
studies that justified using graphic novels for reinforcing reading comprehension and writing
abilities with visual text (Carter, 2007; Frey & Fisher, 2008; Monnin, 2010; and Cary, 2004).
Research questions that guided this study were: 1] How does the creating a graphic novel
about HIV/AIDS influence the lives of at risk incarcerated youth? And 2] What evidence was
found to show how at risk youth respond to the graphic novel format? (p. 43).
Analysis of methodology:
Racially diverse male students, between the ages of 15-19 years old, incarcerated in the
South Carolina Department of Juvenile Justice (SCDJJ) high school, in July 2012 were selected
for this study. These students, enrolled in two ELA classes, were given the task to create a

graphic novel about HIV/AIDS for a period of eight weeks, during 75 minute sessions/week.
Both researchers, professionally trained as librarians, and one graphic illustrator, worked with the
youth to coordinate the images, storyboard plot, art design, and dialogue. The science and social
studies teachers agreed to each teach their areas of expertise to the students regarding
HIV/AIDS. Over the eight-week period, the ELA teacher provided student feedback throughout
the graphic novel process. Data was collected in the form of field notes and post project
interviews with the students. Students were asked to share their views and feelings about making
the novel, knowledge they acquired, and the relevance of using graphic novels as instructional
materials in class.
Summary of results:
By analyzing videotape and audio recorded student interviews, during the graphic novel
formation and one year following its publication, results of the study were compiled. Overall the
researchers reported their results as positive. The students realized that by creating the novel,
they had applied writing, reading, and critical thinking skills resulting from learning about
HIV/AIDS in class. Subsequently, students reported their writing skills, specific to developing
the graphic novel, were enhanced, which resulted in greater self-confidence. Finally, students
demonstrated a sense of empowerment by developing the novel from start to finish and
producing something that can help someone else and inspire men to protect themselves better
from getting HIV/AIDS.
Overall opinion of the study and classroom instruction considerations:
Of all the journal articles, I enjoyed reviewing this one the most for several reasons. I was
impressed in the thoughtful and patient manner that the researchers conducted a thorough

literature review to ensure that their project would be relevant to the field of visual literacy. Not
only did the creation of the graphic novel improve the reading and writing skills of the youth, but
it provided a powerful health education intervention to those males personally involved and to
those who will read the novel, later. Lastly, this project gave each student a profound sense of
purpose and belonging that most likely acted as an incentive to heighten positive behaviors, so
that they could stay involved with developing the story.
In reflection, I have already observed that my students demonstrated similar results of
increased sense of self-efficacy and purpose with creating a visual literacy type project. Recently,
I integrated a culminating digital project for my students, in which some of them chose to design
a digital childrens book about the periodic table of elements. For each page, students had to
include at least one image and simple text explaining parts of the periodic table. Although our
access to computer use was limited, the students were engaged, excited, and seemed proud to
submit their projects, more enthusiastically, than with traditional textual projects. Thus, I am
inspired to provide additional opportunities for them to submit other visual literacy digital
projects in the future.
References:
Carter, J.B. (2007). Building literacy connection with graphic novels. Urbana, IL: National
Council of Teachers of English.
Cary, S. (2004). Going graphic. Comics at work in the multilingual classroom. Portsmouth, NH:
Heinmann
Frey, N., & Fisher, D. (2008). Teaching visual literacy: using comic books, graphic novels,
anime, and cartoons and more to develop comprehension and thinking skills. Thousand
Oaks, CA:Corwin
Gavigan, K., & Albright, K. (2015). Writing from behind the fence: Incarcerated youths and
graphic novel on HIV/AIDS. Journal of Adolescent & Adult Literacy, 10, 41-50.

South Carolina Department of Health and Environmental Control. (2013). South Carolinas
STD/HIV/AIDS data surveillance report.
State of South Carolina Department of Juvenile Justice. (2014). The state of south carolina
annual school report card.