This study explores the pedagogical value of graphic novels in reading instruction through a case study involving preservice teachers’ perceptions. Focusing on a graphic novel adaptation of Crime and Punishment, the research investigates how future teachers perceive such texts as instructional tools and their potential integration into classroom practices. Grounded in theories of multiliteracy and visual literacy, the study highlights the multimodal nature of graphic novels in supporting both visual and verbal meaning-making. Data were collected through semi-structured interviews and classroom observations with ten fourth-year preservice teachers. Findings indicate that graphic novels enhance student motivation, promote visual literacy, and make classical literature more accessible and engaging. Participants noted that the visual elements supported comprehension, while the format offered a more time-efficient and enjoyable reading experience. The study concludes that graphic novels are effective tools for fostering critical engagement with canonical texts and recommends their broader inclusion in reading curricula.
Eda TEKİN (2026) studied this question.