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Abstract

Graphic novels, like When Stars Are Scattered by Victoria Jamieson and Omar

Mohamed, provides a powerful gateway for teachers to foster empathy and understanding with K12 students. This article explores how graphic novels combine visual storytelling with text to engage learners of all ages in discussions about refugee experiences. By integrating reflective activities and critical literacy strategies adaptable across grade levels, educators can use graphic novels to build cultural awareness, deepen comprehension, and inspire students to connect with global issues meaningfully. The article offers grade-specific implementation strategies that can be scaled appropriately for elementary, middle, and high school contexts.

Author Biography

Dr. Donna Fortune serves as Program Leader for Elementary Education at Virginia Tech. Her academic responsibilities include instructing courses in early literacy acquisition, social studies methodology, and curriculum development within the elementary education program. Her scholarship examines the pedagogical efficacy of children's literature as mentor texts across disciplinary contexts, particularly investigating how carefully selected picture books function as instructional resources that facilitate cognitive and affective development.

Dr. Anna Kambach is a scholar and educator specializing in emergent reading comprehension and diverse children's literature. Dr. Kambach is passionate about using literature as a tool for bringing social justice topics into elementary classrooms and has presented her research at numerous conferences including the Virginia Association of Colleges and Teacher Educators and the Eastern Educational Research Association.

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