When students are asked to respond—in writing or speaking—to course texts, they gain a deeper understanding of the texts and they may be more likely to retain what they have learned. In most of the upper-level majors courses I teach, I typically assign weekly reading responses that challenge students to summarize, reflect on, and develop two discussion questions about that week’s reading assignments. Last winter I also asked my WRT 3030—Literacy, Technology, and Civic Engagement—students to develop some more creative responses, including a zine addressing a single course text.

Brief History of Zines

Zines (pronounced “zeens”), short for “fanzines,” refer to self-published, printed works of personal expression. While they’re typically made from paper, zines can also be created and distributed digitally. Although the term emerged in the 1930s among science fiction fans, the practice of creating DIY publications existed long before then. Zines can be used to tell stories, showcase artistic expression, promote social and political movements, and bring together niche communities. 

How to Assign a Zine Reading Response

Students had less than a week to complete this assignment, but their paper zines demonstrated that they had spent considerable time engaging with both the assigned reading for that week and some supplemental texts that introduced zines. While one student used their zine to create a single argument related to the assigned text, among the most successful zines were those that included a combination of verbal and visual responses: short arguments, then-and-now comparisons, “two truths and a lie,” concept illustrations, timelines, short observations, pull quotes, cartoons, sketches, etc.

To use zines for reading responses, your assignment description might include

• Specifications for the type and size of the zine (paper or slideshow);
• A link to an online tutorial showing students how to fold their paper zines to meet those specifications or where/how to develop a zine slideshow;
• Information about how zines circulate and what they may be used for;
• Links to model zines for students to explore;
• Questions, prompts, or other information about what students should address with their zine;
• A list of acceptable responses—review, editorial, 6-word summary, poetry, collage, puzzle, slogan, interview, question, pull quote, meme, photo, personal artwork, song lyric, cartoon, instructions, etc.; and
• Instructions to students on how to share their zines with you and with the class—either by bringing their paper zine to class, uploading photos of it to Moodle, or linking to it in Moodle or another class site.

To encourage students to take some creative risks in this work, I used a labor-based grading system that rewarded students for meeting the basic requirements of the assignment.

Student Perspective Piece

The zine assignment in my Literacy, Technology, and Civic Engagement class (WRT 3030) introduced me to the diverse creative direction students, scholars, and activists can take to advance their cause. As someone who had never heard of zines before, the assignment left a lasting impression on me. Zines have been around since the introduction of paper and writing tools; unknowingly, I had learned about them in my past history classes. 

Professor Ostergaard’s incorporation of zines in the classroom introduced a student-centered approach to learning that was particularly effective in a civic engagement class. The emphasis on engaging with differing perspectives while creatively devising a product was intellectually stimulating and enjoyable. The assignment not only helped me explore my own perspectives on various issues and ideas but allowed me to better understand my classmates’ passions and viewpoints. It was also helpful to have the opportunity to use my research skills and creativity in an assignment where I got the opportunity to consider the framework of my design and what kind of message it may send. Most importantly, it was a fun assignment that broadened my worldview, strengthened my creativity, and provided an engaging way to connect research, expression, and civic engagement. 

Conclusion

Ultimately, zines are an opportunity for students to explore creative expression and meaningful self-reflection. The pedagogical appeal of zines is that there is no one “right” way to make them: the zine genre is diverse and accommodating, so students are encouraged to focus less on adherence to any particular template or model. Instead, students are prompted to consider the ideas and values most important to them and how to translate those ideas into a deliberate design. Moreover, zines are materially accessible, requiring only paper, writing tools, scissors, and an idea to get started, underscoring  their value as an inclusive and empowering teaching tool.

Resources

• How to Fold a Zine
• A Brief History of Zines and Why You Should Make One
• Are Artist-Produced Zines the Antidote to Social Media?
• The Oakland Post’s “Arts Zine”
• Barnard College’s Zine Collection

About the Authors

Lori Ostergaard is a professor in the Department of Writing and Rhetoric. She wrote this tip with Emma Sikora, an Editorial Assistant at the Center for Excellence in Teaching and Learning (CETL) who will graduate in spring 2026 with a degree in Professional and Digital Writing.  

Others may share and adapt under Creative Commons License CC BY-NC.

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