Online fan fiction, global identities, and imagination | Culture and communication in digital worlds

Author(s): Rebecca W. Black

Year of publication: 2009

Keywords: Fan fiction, Adolescent literacy, English language learners, Online communities, Cosmopolitan identities, Transnational connections, New media, Digital writing, Discourse analysis, Globalization and literacy

Methodology/Sample: Ethnography/3 users

Reference: Black, R. W. (2009). Online fan fiction, global identities, and imagination. Research in the Teaching of English, 43(4), 397–425. https://www.jstor.org/stable/27784341

Abstract

Based on longitudinal data from a three year ethnographic study, this article uses discourse analytic methods to explore the literacy and social practices of three adolescent English language learners writing in an online fan fiction community. Theoretical constructs within globalization and literacy studies are used to describe the influences of new media and technologies on modern configurations of imagination, identity, communication, and writing. Findings suggest that through their participation in online fan-related activities, these three youth are using language and other representational resources to enact cosmopolitan identities, make transnational social connections, and experiment with new genres and formats for composing.

> Summary

The paper explores how immigrant youth use online spaces to develop identities and linguistic skills through fan fiction and popular culture.
Participants leverage their knowledge of media to construct online identities and engage with transnational communities.
The research highlights the role of expressive semiotic modes in communication among multilingual peers.
It emphasizes the importance of online interactions in shaping cultural and symbolic identities.

> Problem statement

The paper discusses how ELL youth face challenges in constructing identities due to language barriers and cultural differences.
It highlights the struggle of ELL individuals in academic and social contexts, particularly in English-speaking environments.
The research emphasizes the need for understanding the impact of global cultural flows on identity formation among these youth.
Concerns about language proficiency affecting academic and social integration are central to the problem statement.
The paper explores how online spaces can help mitigate these challenges by fostering identity construction through cultural engagement.

> Methods used

Data was collected using qualitative methods over three years, focusing on fan fiction texts and reader reviews.
Purposive nonprobability snowball sampling was employed to connect participants through personal page links.
Conceptually driven sequential sampling identified participants with varying levels of engagement in the community.
Linguistic features of fan fiction texts and authors’ personal pages were analyzed to identify potential participants.
Data included personal pages, fan fiction texts, reader reviews, and public interactions.
Analysis involved iterative coding and interpretation grounded in discourse analytic techniques.
The study aimed to provide in-depth insights into adolescent ELLs’ literacy and social practices.

> Practical implications

The study highlights how adolescents use media to construct identities, impacting educational practices and identity formation strategies.
ELL youth leverage popular media for online identity construction, suggesting the need for inclusive educational approaches.
Collaborative writing practices, like relay writing, emphasize the importance of participatory culture in literacy education.
The findings advocate for integrating diverse media resources in teaching to enhance engagement and literacy skills.
Understanding fan fiction writing can inform educators about students’ interests and motivations in literacy activities.