How might team teaching, young adult novels, and zines work together to engage students in thinking about, writing about, and building community? Four researchers worked with three eighth-grade English teachers and one student teacher to find out. The four eighth-grade English teachers teach as a team, meeting formally at least once a week to plan and share materials as well as having regular informal meetings to share teaching ideas and resources. For the past several years, these teachers have taken a unique approach to their novel unit: each teacher selects a novel and creates a digital presentation to convince students to read it. After viewing all the presentations, without knowing which teacher will teach which novel, students choose the novel they would most like to read, potentially joining an entirely new English class for the next five weeks. These teachers frequently open their classrooms to university faculty and graduate students as well, and this study is the result of a semester-long collaboration. In this article, the authors consider the pedagogical implications of incorporating community-based literacy practices, such as zines, within a novel unit. First, they outline the pedagogical possibilities of zines, exploring this community-focused writing practice and examining its controversial appearance in schools. In the next section, they introduce the four teachers, how they approached community both in their classrooms and the books they taught, and how their novelzine projects were structured to encourage students to connect community in the novels with their lives. (Contains 3 figures.) ["Novelzine: Reading and Writing Community" was written with Debra Hale, Alesha Cavanaugh, and Monica Kimbrough.]