This article analyzes the genre of the sourced comic as an important pedagogical tool in the development of both alphabetic and multimodal literacies. We argue that sourced comics provide multiple design elements with which students can explore their complex relationships with scholarly sources, make visible various power relations informing students' source engagement, and expand and demystify the strategies students might use to engage scholarly sources in their future multimodal and alphabetic writing practices. Based on these affordances, our analysis suggests that sourced comics have pedagogical value as a form of multimodal academic writing.