This study analyzes how second, third, and fourth graders in a racially integrated suburban school engaged in multimodal meaning making in the context of a book club discussing Ben Hatke's graphic novel Zita the Spacegirl. Qualitative analysis of field notes and assessments indicated three overall findings: First, students responded to multimodal graphic novel texts with comments and observations that were themselves multimodal. Second, students were capable of engaging in literary analysis and discussion related to the graphic novel they read. And third, students connected multimodally to other texts, graphic novels, and life experiences.