Language, culture, and identity in online fanfiction | Culture and communication in digital worlds

Author(s): Rebecca W. Black

Year of publication: 2006

Keywords: English language learner (ELL), Identity, Fan culture, Literacy, Online interaction

Methodology/Sample: Case Study/1 ELL

Reference: Black, R. W. (2006). Language, culture, and identity in online fanfiction. E-Learning and Digital Media, 3(2), 170–184. https://doi.org/10.2304/elea.2006.3.2.170

Abstract

This article draws on constructs in second-language acquisition, literacy, cultural, and media studies as theoretical bases for examining how networked technologies and fan culture provide a young English language learner (ELL) with a site for developing her English language and writing skills. During this process, she also develops an online identity as a popular, multiliterate writer. To understand how this happens, the notion of identity is explored as a fluid construct that shifts over time with this ELL’s long-term participation in a fan community. Popular and fan culture are also examined as points of affiliation and as dialogic resources that she appropriates, both in her writing and in her interactions with other fans. In so doing, the article demonstrates how popular culture and technology converge to provide a context in which this adolescent ELL is able to develop a powerful, transcultural identity, discursively constructed through the different cultural perspectives and literacies that she and other fans from across the globe bring to this space.

> Summary

The paper examines how fan culture aids a young English language learner in developing writing skills through networked technologies.
It explores identity as a fluid construct shaped by long-term participation in a fan community.
Popular culture and technology are shown to converge, enabling the learner to construct a transcultural identity.

> Problem statement

The paper discusses how ELLs are often viewed from a deficit perspective in North American educational settings.
It highlights the isolation of ELL youth due to linguistic and cultural barriers.
The research examines the challenges faced by ELLs in negotiating their identities within restrictive educational environments.
It emphasizes the need for supportive spaces that foster language learning and identity development.
The problem statement revolves around the limited recognition of ELLs’ first languages as assets in learning.
The study explores how fan culture and networked technologies can provide alternative supportive environments for ELLs.

> Methods used

The paper employs discourse analytic techniques to examine online interactions and fan texts.
Inductive thematic analysis is used to identify patterns in reader reviews and author interactions.
Data is organized into topical segments resembling stanzas for analysis.
The author separates interactions into individual lines to code information exchange.
Thematic topics related to identity, language, and culture are analyzed.
The study explores identity as a fluid construct through long-term participation in a fan community.
The research examines how popular culture and technology converge to shape identity.

> Practical implications

The paper illustrates how fan culture supports English language learners in developing writing skills and online identities.
It emphasizes the importance of dialogic resources in shaping identity through literacy engagement.
Nanako’s experience highlights the role of supportive feedback in fostering confidence and cultural exploration.
The findings suggest that diverse online communities can enhance language learning and self-representation.
The research underscores the significance of Author’s Notes in establishing writer identity and engaging readers.