Architecture fanzines - known as ‘archizines’ – provide a vehicle through which students can critically reflect upon their learning experience and/or discuss emergent or even ‘radical’ issues that are often absent from the usual suite of academic and trade journals. For students in particular, the archizine often provides the only space in which their concerns are articulated. This paper will seek to define the latent pedagogy of the archizine – and consider the unrecognised value of this vital vehicle for achieving learning, empowerment, critical and inclusive discourse and interdisciplinary collaboration.