  Specialized digital fanzines were successfully used to facilitate learning
problematic concepts in an undergraduate programming course, dynamically
adapting to student needs. The design of these fanzines favors creating and
reading them quickly by establishing a common graphical layout, rules, and
focusing in the most problematic parts of the concepts. This paper details the
agile fanzine creation procedure, the way problematic concepts were identified
and quickly handled, and how this approach was implemented in an actual course,
so it could be applied to other courses with similar needs.
