In the popular and pedagogical imagination, there is a tendency to view the use of comics in teaching and learning contexts as a recent development. Teacher educator James “Bucky” Carter has referred to this phenomenon as “reciprocal novelty” and is frustrated by educators and scholars who are “ignorant of comics’ seventy-plus years’ worth of connections with education and literacy” (Carter 2012: 466). As this chapter demonstrates, comics have been used as instructional tools in classroom settings since at least the 1920s. This usage includes both conventionally published comics in all formats (e.g. comic strips, graphic novels), as well as comics published with more explicit instructional or informational purposes in mind.