I focus my presentation briefly on the pedagogical literature surrounding Zines but I center mostly on the process by which I introduce zine-making to my new secondary ELA teachers, highlighting particular tools I use to do so: how-to zine videos from teenagers themselves, pre-writing and visual composing strategies, stepsheets, gallery walks and single-point rubrics. I will also show examples of both the collaborative Zine and the individual Zines new teachers made. Starting out as new teachers with their adolescent students so entrenched in the digital realm, I hoped to get us writing together by emphasizing key structures vital to the composing process, which hands-on zine-making makes evident. Throughout the course, we focus on questions of student voice and its relationship to the visual (Thomsen, 2014) as well as the multimodal and multigeneric (Early, 2022). The zine is one way we think through these questions as the new teachers consider not only what their voice might sound like but what it might look like on the page. The focus on zines, in addition to introducing teachers to a less common classroom genre, allows us to consider the important balance in writing instruction between process and product, including attention to writing as making.
