Instructional Comics

Many readers may be familiar with the idea of a Rube Goldberg machine, which is a deliberately overengineered machine that complicates simple tasks. The idea came from Goldberg’s “invention” cartoons that depict these compli - cated machines (Figure 1). Although drawn with a humorous intent, Goldberg’s work exemplifies how the comics medium can be used to help readers understand and presumably construct complex technical devices. Goldberg’s clear and detailed line drawing depicts various devices, objects (and animals!), which are alphabetically labeled to create a left-to-right reading pattern. The caption is used both to identify individual components and describe the overall engineering process. Beyond Goldberg’s fantasy world, comics can be used to convey real-life instructions, directions, and other task-oriented information. I refer to these examples as “instructional comics.” Japanese writers, for instance, have used them to create how-to-golf self-guides (Gravett, 2004, p. 119), database software manuals (Lombard, 1992), and even multivolume sex guides (Aki, 2008/2009). In this chapter, I introduce different types of instructional comics and discuss, with examples,1 the various techniques they use for effective instruction. These examples, combined with the theoretical discussion provided in earlier chapters, will demonstrate the diverse and versatile use of instructional comics and their real-life efficacy and exciting possibilities. Armed with this appreciation and understanding, U.S. technical communicators may consider using instructional comics-and use them well-in the documents they create, whether it is product manuals, safety guidelines, or training documentation. But before I start, some elaboration of terminology is needed, for I am far from being the first person to coin a term such as instructional comics. Will

Eisner (2001) has, long since, used the term instruction comics, which he further categorized into pure technical instruction comics and attitudinal instruction comics. The former “gives instruction in procedures, process, and task performance generally associated with such things as assemblies of devices or their repair” (Eisner, 2001, pp. 143-144). The latter conditions readers’ atti - tudes toward a procedure or task, usually trying to foster a positive attitude (Eisner, 2001, p. 144). I did not, however, follow this categorization in the way I conceive of instruc - tional comics, because, as I explain later in this chapter, these two kinds of instructional comics are often used in conjunction for the best instructional effect. I also deliberately avoided the reference to “technical” instructions because the question of what is or is not “technical” is complex and paradoxical. Granted, in a

Figure 1. Rube Goldberg’s simplified pencil sharpener. Artwork © Rube Goldberg Inc. All Rights Reserved.