This article examines various types of graphic novels, their traditional uses, the characteristics of quality graphic novels, and the ways in which they can be incorporated into middle and secondary school curricula. Through this article, teens can brainstorm and discover ideas to bring their love of comics into their classrooms.

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Bucher, Katherine, & Manning, M. Lee (2004). Bringing graphic novels into a school's curriculum. The Clearing House, 78(2), 67-72. Retrieved from http://bit.ly/338d4s3

This article examines the evolution of the mainstream superhero industry from the 1930s into the present and the ways in which this evolution has and continues to impact American youth subculture. From this literature, teens can gain more insight into the ways comics and superhero narratives form and impact their own identities as youth in America.

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Mercier, Sebastian T. (2008). “Truth, justice and the American way:” The intersection of American youth culture and superhero narratives. Iowa Historical Review, 1(2), 21-59. Retrieved from https://doi.org/10.17077/2373-1842.1010

In the findings of this case study, Khurana (the author of this article) discovered that comic book reading and production can help youth develop their literacy skills and creativity as well as help them form their identities. Teens can take the strategies utilized in the afterschool programs observed in the article and apply them to their own school programs in order to bridge together comic books and learning.

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Khurana, Sarita. (2005). So you want to be a superhero? How the art of making comics in an afterschool setting develops young people’s creativity, literacy, and identity. In Sara Hill (Ed.), Afterschool matters: Creative programs that connect youth development and academic achievement. Thousand Oaks, CA: Corwin Press. Retrieved from http://bit.ly/2Oxki52