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This case study investigated how a collaborative, interdisciplinary partnership supported pre-service teachers’ approach to integrating content and pedagogy in coursework and field-based experiences at a large, public university. The collaboration involved articulating shared goals and objectives, planning and teaching co-requisite courses, and sharing a vision of shaping future social studies teachers. The research questions that framed this study were: What elements contributed to a successful collaborative, interdisciplinary partnership? How did faculty involved in the collaboration conceptualize supporting pre-service teachers’ development of pedagogical content knowledge (PCK)? The voices of the faculty members involved in this collaboration are highlighted to illustrate how they conceptualized meeting the needs of pre-service social studies teachers. Findings included identifying the constraints and benefits of partnerships as well as contributing factors to a successful interdisciplinary partnership. Identifying the evolving definition and role of PCK in the training of future social studies teachers is also addressed.

This paper aims to provide an historical perspective and current guidance for youth librarians collecting graphic novels for teens.

The paper provides a brief review of the historical issues involved with censorship/intellectual freedom and comics and of current teen‐oriented graphic novels with gay, lesbian, bisexual, transgender, queer, and questioning of sexual orientation (GLBTQ) content in Canada and the USA. It also provides a context for negotiating intellectual freedom and collection management policy issues, and suggestions for targeted acquisitions of teen graphic novels with GLTBQ content.

The paper provides a brief overview of US and Canadian censorship of comics, including how this legacy affects today's market. It recognizes the difficulty of obtaining information and recommendations for teen‐appropriate graphic novels containing GLBTQ content, and makes suggestions for core collection items.

Only English sources from the USA and Canada are reviewed. Francophone Canadian literature is relevant but outside of the scope of this paper.

The paper is a useful source of information for the librarian looking for collection development suggestions, and/or for the librarian dealing with or preparing against intellectual freedom challenges to graphic novels or GLBTQ material for teens.

This paper furthers discussion of censorship of graphic novels and of GLBTQ material, and provides concrete suggestions to librarians developing a teen graphic novel collection. The issue is timely, as the graphic novel industry is booming and the ALA has documented an increasing number of challenges to graphic novels in libraries. Few previous papers on graphic novels or comics have included Canadian content, although the Canada‐American library worlds, publishing industries and legal codes are historically and currently intertwined.