In Michelle Manno’s Comics in the Classroom: Why Comics? She explores the versatility of images, and the abilitity for people to digest them, easier, in some cases, than written word. Manno uses a structure known as ‘The Three E’s of Comics’, originally set forward by Josh Elder. These ‘Es’ are: Engagement, Efficiency, and Effectiveness. Each with a different goal in mind when using comics as an educational tool.
- “Engagement: Comics impart meaning through the reader’s active engagement with written language and juxtaposed sequential images. Readers must actively make meaning from the interplay of text and images, as well as by filling in the gaps between panels.
- Efficiency: The comic format conveys large amounts of information in a short time. This is especially effective for teaching content in the subject areas (math, science, social studies, etc.).
- Effectiveness: Processing text and images together leads to better recall and transfer of learning. Neurological experiments have shown that we process text and images in different areas of the brain: known as the Dual-Coding Theory of Cognition. These experiments also indicate that pairing an image with text leads to increased memory retention for both. With comics, students not only learn the material faster, they learn it better.” [Manno.2014]
- Manno, M. (2014) Comics in the Classroom: Why Comics?. [Online] Teach.com. August 4th. Available from: https://teach.com/blog/why-comics/ [Last Accessed: 12/04/2017]