Contrasting Visions: Identity, Literacy, and Boundary Work in a Fan Community

Autor/inn/en	Korobkova, Ksenia A.; Black, Rebecca W.
Titel	Contrasting Visions: Identity, Literacy, and Boundary Work in a Fan Community
Quelle	In: E-Learning and Digital Media, 11 (2014) 6, S.619-632 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2014.11.6.619
Schlagwörter	Popular Culture; Rock Music; Inquiry; Qualitative Research; Females; Literacy; Writing (Composition); Reading; Identification (Psychology); Interviews; Language Usage; Technology; Social Influences; Educational Methods; Teaching Methods; Clubs; Adolescents; Young Adults; Communities of Practice; Social Networks; Story Telling; Foreign Countries; Australia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Popkultur; Rockmusik; Qualitative Forschung; Weibliches Geschlecht; Alphabetisierung; Schreib- und Lesefähigkeit; Schreibübung; Leseprozess; Lesen; Interviewing; Interviewtechnik; Sprachgebrauch; Technologie; Sozialer Einfluss; Educational method; Erziehungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Club; Klub; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Community; Social network; Soziales Netzwerk; Ausland; Australien; Großbritannien; USA
Abstract	This article focuses on learning and identity-related practices of young female fans of a popular British boy band called One Direction. Drawing on qualitative inquiry into a fanfiction community formed around the band, analysis highlights (a) the literate work fans engage in, including writing, reading, critiquing, and collaborating on multimodal texts, (b) identity work performed by the fans with respect to what it means to be a true fan, a teen, and an effective writer within this community, and (c) ways in which the literate and identity work weave together to inform participation and identification in the "One Direction" fanfiction community, creating both links and ruptures between young people's out-of-school and in-school spaces. Analyses center on the ways the fans themselves define their involvement, with a focus on subgroup identities. Interview data highlight the ways fans used linguistic, technological, and social resources to stake out certain identities and to negotiate status within the site. Although power-laden dynamics defined community participation, fans felt ownership over their literacy and identity production practices, often drawing a contrast to school practices. We then discuss the meanings youth make of their fan practices and their contrastive experiences in fan and school spaces, connecting study findings to current debates on the import of pop culture in formal schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10