Workshop held at the 2019 National Forum for English Studies at Malmö University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary
O texto descreve uma menina chamada Chapeuzinho Amarelo que tinha muito medo, especialmente de histórias de terror. Quando ouvia contos de fadas antes de dormir, tremia de medo. O autor do texto é Chico Buarque e foi publicado no livro "Chico Buarque de Holanda". A função do texto é promover um momento de lazer através da leitura.
This document defines and provides examples of various camera shots and angles used in filmmaking, including high angle shots, low angle shots, establishing shots, extreme long shots, long shots, medium long shots, medium shots, medium close ups, close ups, extreme close ups, point of view shots, two shots, and over the shoulder shots. Each shot type is used to achieve a specific visual effect or provide context about the scene, characters, and story.
O documento resume informações sobre a cidade de Foz do Iguaçu no Brasil. Foz do Iguaçu está localizada no oeste do Paraná, na tríplice fronteira entre Brasil, Argentina e Paraguai. O documento descreve a origem do nome da cidade, sua população, relevo e altitude.
Vladimir Propp's and Tzvetan Todorov’s Narrative TheorySathMan1
The document discusses Vladimir Propp's theory of narrative roles and applies it to the Pixar film "The Incredibles." It identifies the main characters - Mr. Incredible as the hero, Syndrome as the villain, Mirage and the public as heroines, and Frozone, Helen, Dash, Violet, and Edna Mode as helpers. It also identifies the first omnidroid and Syndrome's computer as donors and Edna Mode as providing brief mentorship. The document then discusses Todorov's theory of narrative structure and applies it to the five stages of equilibrium, disruption, recognition, attempt to repair, and new equilibrium seen in the plot of "The Incredibles."
The thriller movie poster analyzes key elements that provide clues about the genre and plot. It uses a dark color scheme and ominous imagery like guns to signal danger and violence. Main characters are prominently displayed and made to appear important through styling and positioning. Text stands out in bold colors and fonts to draw the eye and emphasize the title and key information about the director to attract fans. Through these visual cues and stylistic choices, the poster efficiently conveys to the audience that the movie will be a thriller involving action and potentially life-threatening situations.
O texto descreve uma menina chamada Chapeuzinho Amarelo que tinha muito medo, especialmente de histórias de terror. Quando ouvia contos de fadas antes de dormir, tremia de medo. O autor do texto é Chico Buarque e foi publicado no livro "Chico Buarque de Holanda". A função do texto é promover um momento de lazer através da leitura.
This document defines and provides examples of various camera shots and angles used in filmmaking, including high angle shots, low angle shots, establishing shots, extreme long shots, long shots, medium long shots, medium shots, medium close ups, close ups, extreme close ups, point of view shots, two shots, and over the shoulder shots. Each shot type is used to achieve a specific visual effect or provide context about the scene, characters, and story.
O documento resume informações sobre a cidade de Foz do Iguaçu no Brasil. Foz do Iguaçu está localizada no oeste do Paraná, na tríplice fronteira entre Brasil, Argentina e Paraguai. O documento descreve a origem do nome da cidade, sua população, relevo e altitude.
Vladimir Propp's and Tzvetan Todorov’s Narrative TheorySathMan1
The document discusses Vladimir Propp's theory of narrative roles and applies it to the Pixar film "The Incredibles." It identifies the main characters - Mr. Incredible as the hero, Syndrome as the villain, Mirage and the public as heroines, and Frozone, Helen, Dash, Violet, and Edna Mode as helpers. It also identifies the first omnidroid and Syndrome's computer as donors and Edna Mode as providing brief mentorship. The document then discusses Todorov's theory of narrative structure and applies it to the five stages of equilibrium, disruption, recognition, attempt to repair, and new equilibrium seen in the plot of "The Incredibles."
The thriller movie poster analyzes key elements that provide clues about the genre and plot. It uses a dark color scheme and ominous imagery like guns to signal danger and violence. Main characters are prominently displayed and made to appear important through styling and positioning. Text stands out in bold colors and fonts to draw the eye and emphasize the title and key information about the director to attract fans. Through these visual cues and stylistic choices, the poster efficiently conveys to the audience that the movie will be a thriller involving action and potentially life-threatening situations.
1. A man grows frustrated by his wife's constant talking and builds a miniature replica of their home with a doll version of his wife that also talks endlessly. He kills the doll, causing his real wife to fall from a chair and die from her injuries.
2. John Cage discusses how a child's suicide was not a sin but simply correcting a mistake as they had been born by mistake.
3. A coroner and assistant joke about the possibility that a drained corpse's wounds are from a vampire after finding two small puncture wounds on the victim's neck.
This document discusses various fan practices and how they can support language learning. It provides examples of studies that have found benefits of activities like anime consumption, fan site design, fanfiction writing, and translation practices in developing language skills for learners. The document suggests adapting these kinds of fan-based activities for the classroom, such as having students collaboratively write fanfiction set in the world of The Hobbit or Sherlock Holmes. Challenges include engaging students who are not fans of the source material and adapting practices originally done informally online to a classroom context.
Fan Fiction and Fan Practices: Integrating the Digital Wilds and the Language...Shannon Sauro
Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie’s plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Leppänen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
This slide presentation is chock full of Common Core State Standards Writing, Language and Speaking and Listening Standards. It include lesson plans to push understanding further. Story academic vocabulary words include words like foreshadowing, 5 story elements for a great story, images, imagery, and figurative language. This presentation is a fabulous way to introduce story academic vocabulary and takes the lesson further.
Please like us and share on your favorite social media.
There and Back Again: Tales of Fanfiction from the English ClassroomShannon Sauro
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
This document contains instructions for cleaning one's room in 3 sentences or less. It begins by having all misplaced items moved to the center of the room. Next, it instructs getting rid of unused items and cleaning trash and dishes. Finally, it provides finding proper places for remaining items and storing others under beds or in closets to complete the cleaning process.
This document provides information and guidelines about writing a problem-solution essay. It defines what a problem-solution essay is, outlines its typical structure including an introduction, thesis, body, and conclusion sections, and discusses how to arrange ideas and structure the essay. The document also provides an example of an applied problem-solution essay structure and discusses the key messages that should be conveyed in this type of written text.
The document discusses using drama techniques to teach English. It provides examples of drama activities like role plays, improvisation exercises, mime activities and interactive storytelling that develop language skills through creativity, collaboration and emotional engagement. The document advocates for process over product and suggests drama helps students gain confidence using English while developing fluency, tolerance and creativity.
This presentation is about some activities that I tried in my classrooms and that provd to be a success. They met the main aims of the lesson which were involving learners, motivating them to take in the information presented, and leading them to use what they learned.
This document provides biographical information on two professors, Dr. Susan Santoli and Dr. Paige Vitulli, from the University of South Alabama. It notes that Dr. Santoli teaches social studies methods and foundations courses, and her research interests include teacher preparation and integrating technology into social studies education. Dr. Vitulli is the director of the art education graduate program and teaches art education courses, and she is the Visual Arts Coordinator for an arts education grant at the university. The document also includes an agenda for a conference on analyzing, synthesizing, observing, describing, making connections, creating/producing, questioning/investigating, and exploring perspectives/points of view through various activities involving images, articles, and discussions.
This document provides information about implementing literature circles in middle school classrooms. It begins with background on declining reading motivation and achievement in middle school and how literature circles can help by actively engaging students in constructing meaning from texts. It then outlines the literature circle process, including choosing books, assigning student roles, holding group discussions, and completing response projects. The document provides templates for role sheets and offers suggestions for getting started, such as modeling discussions, allowing choice in book selection, and providing support for struggling readers. The overall goal is to create motivated and engaged readers who think deeply about texts.
The document discusses different techniques for writing sensational starts to catch a reader's attention in persuasive writing, including mentioning an unusual fact, using sound words, asking rhetorical questions, including dialogue, and describing things instead of just stating them. It provides examples of each technique and encourages practicing using the different strategies to write attention-grabbing opening sentences.
This document describes a technique for teaching descriptive writing through visualization and the five senses. The author, Katherine Carter, implemented this technique in her intermediate English class in Namibia. The technique involves: 1) Reading a short story or poem aloud that stimulates the senses, having students underline sensory details; 2) Guiding students to visualize the text and discuss their mental images; 3) Having students visualize and note details about a special place using the five senses; 4) Discussing their places with partners to add more details before writing a descriptive paragraph. The technique aims to engage students and improve writing by activating their background experiences and helping them see vivid images to describe.
“I know I have those tools because of fandom”: The digital literacy developm...Shannon Sauro
1. The document summarizes research on how a fan of the TV show Sherlock developed their digital literacy and English language skills through participating in online fandom.
2. It describes how being a fan led them to immerse themselves in English by learning new vocabulary and practicing writing. They shifted to using British English.
3. Through experiences in fandom spaces like Twitter, Tumblr and reporting on filming locations, the fan learned skills like evaluating online information, giving credit, and seeing different perspectives.
The fourth grade class will be starting an English and language arts project where students will work in groups to develop fictional stories in different genres. Each group will turn their story into a 15 minute play. At the end of the two month project, the students will perform their plays for parents at a showcase night. The project aims to teach students skills like collaboration, communication, and enhancing listening skills through role-playing and story creation.
This document provides information on using Virtual Reality Classroom (VRC) books for Standards of Learning (SOL) objectives and sharing student learning. It summarizes four primary children's books and language objectives for each. It also outlines instructional approaches, activities, and technology tools to bring the books to life for students. These include using apps like ChatterPix for book reviews, Animoto for multimedia book presentations, and the Tween Tribune website for nonfiction articles. The goal is to expand students' vocabulary and comprehension through engaging discussions and projects connected to the books.
Tm london presentation on teacher talkDebbie Light
This document discusses the importance of teacher talk and provides strategies for using talk to: 1) give explanations to help student understanding, 2) model academic language, and 3) ask questions that develop critical thinking. Specific techniques are outlined, such as starting and ending explanations with the main point, using analogies to illustrate concepts, and employing Socratic questioning to challenge students' initial responses. The document also addresses using talk to provide immediate feedback through gallery critiques and referring to specific criteria so students understand how to improve their work.
Using comic books and graphic novels to teach academic subjects is one of the many potentials that the medium of comics has. This presentation highlights the benefits of using such material in class, using as an example English Language as a subject.
Storytelling in the Foreign Language ClassroomShannon Sauro
Slides for the keynote talk on 26 November 2020 as part of the 3rd International Symposium on Research in Foreign Language Teaching, hosted by the Universidad Surcolombiana (Neiva, Huila) and the Universidad del Tolima (Ibague, Tolima).
Supporting Langua-technocultural Competence through Virtual ExchangeShannon Sauro
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
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1. A man grows frustrated by his wife's constant talking and builds a miniature replica of their home with a doll version of his wife that also talks endlessly. He kills the doll, causing his real wife to fall from a chair and die from her injuries.
2. John Cage discusses how a child's suicide was not a sin but simply correcting a mistake as they had been born by mistake.
3. A coroner and assistant joke about the possibility that a drained corpse's wounds are from a vampire after finding two small puncture wounds on the victim's neck.
This document discusses various fan practices and how they can support language learning. It provides examples of studies that have found benefits of activities like anime consumption, fan site design, fanfiction writing, and translation practices in developing language skills for learners. The document suggests adapting these kinds of fan-based activities for the classroom, such as having students collaboratively write fanfiction set in the world of The Hobbit or Sherlock Holmes. Challenges include engaging students who are not fans of the source material and adapting practices originally done informally online to a classroom context.
Fan Fiction and Fan Practices: Integrating the Digital Wilds and the Language...Shannon Sauro
Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie’s plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Leppänen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
This slide presentation is chock full of Common Core State Standards Writing, Language and Speaking and Listening Standards. It include lesson plans to push understanding further. Story academic vocabulary words include words like foreshadowing, 5 story elements for a great story, images, imagery, and figurative language. This presentation is a fabulous way to introduce story academic vocabulary and takes the lesson further.
Please like us and share on your favorite social media.
There and Back Again: Tales of Fanfiction from the English ClassroomShannon Sauro
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
This document contains instructions for cleaning one's room in 3 sentences or less. It begins by having all misplaced items moved to the center of the room. Next, it instructs getting rid of unused items and cleaning trash and dishes. Finally, it provides finding proper places for remaining items and storing others under beds or in closets to complete the cleaning process.
This document provides information and guidelines about writing a problem-solution essay. It defines what a problem-solution essay is, outlines its typical structure including an introduction, thesis, body, and conclusion sections, and discusses how to arrange ideas and structure the essay. The document also provides an example of an applied problem-solution essay structure and discusses the key messages that should be conveyed in this type of written text.
The document discusses using drama techniques to teach English. It provides examples of drama activities like role plays, improvisation exercises, mime activities and interactive storytelling that develop language skills through creativity, collaboration and emotional engagement. The document advocates for process over product and suggests drama helps students gain confidence using English while developing fluency, tolerance and creativity.
This presentation is about some activities that I tried in my classrooms and that provd to be a success. They met the main aims of the lesson which were involving learners, motivating them to take in the information presented, and leading them to use what they learned.
This document provides biographical information on two professors, Dr. Susan Santoli and Dr. Paige Vitulli, from the University of South Alabama. It notes that Dr. Santoli teaches social studies methods and foundations courses, and her research interests include teacher preparation and integrating technology into social studies education. Dr. Vitulli is the director of the art education graduate program and teaches art education courses, and she is the Visual Arts Coordinator for an arts education grant at the university. The document also includes an agenda for a conference on analyzing, synthesizing, observing, describing, making connections, creating/producing, questioning/investigating, and exploring perspectives/points of view through various activities involving images, articles, and discussions.
This document provides information about implementing literature circles in middle school classrooms. It begins with background on declining reading motivation and achievement in middle school and how literature circles can help by actively engaging students in constructing meaning from texts. It then outlines the literature circle process, including choosing books, assigning student roles, holding group discussions, and completing response projects. The document provides templates for role sheets and offers suggestions for getting started, such as modeling discussions, allowing choice in book selection, and providing support for struggling readers. The overall goal is to create motivated and engaged readers who think deeply about texts.
The document discusses different techniques for writing sensational starts to catch a reader's attention in persuasive writing, including mentioning an unusual fact, using sound words, asking rhetorical questions, including dialogue, and describing things instead of just stating them. It provides examples of each technique and encourages practicing using the different strategies to write attention-grabbing opening sentences.
This document describes a technique for teaching descriptive writing through visualization and the five senses. The author, Katherine Carter, implemented this technique in her intermediate English class in Namibia. The technique involves: 1) Reading a short story or poem aloud that stimulates the senses, having students underline sensory details; 2) Guiding students to visualize the text and discuss their mental images; 3) Having students visualize and note details about a special place using the five senses; 4) Discussing their places with partners to add more details before writing a descriptive paragraph. The technique aims to engage students and improve writing by activating their background experiences and helping them see vivid images to describe.
“I know I have those tools because of fandom”: The digital literacy developm...Shannon Sauro
1. The document summarizes research on how a fan of the TV show Sherlock developed their digital literacy and English language skills through participating in online fandom.
2. It describes how being a fan led them to immerse themselves in English by learning new vocabulary and practicing writing. They shifted to using British English.
3. Through experiences in fandom spaces like Twitter, Tumblr and reporting on filming locations, the fan learned skills like evaluating online information, giving credit, and seeing different perspectives.
The fourth grade class will be starting an English and language arts project where students will work in groups to develop fictional stories in different genres. Each group will turn their story into a 15 minute play. At the end of the two month project, the students will perform their plays for parents at a showcase night. The project aims to teach students skills like collaboration, communication, and enhancing listening skills through role-playing and story creation.
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Storytelling in the Foreign Language ClassroomShannon Sauro
Slides for the keynote talk on 26 November 2020 as part of the 3rd International Symposium on Research in Foreign Language Teaching, hosted by the Universidad Surcolombiana (Neiva, Huila) and the Universidad del Tolima (Ibague, Tolima).
Supporting Langua-technocultural Competence through Virtual ExchangeShannon Sauro
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
Spoiler Alert! The Digital Literacy Development & Online Language Learning o...Shannon Sauro
This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.
Keynote talk for EUROCALL 2017 (August 25, 2017) at the University of Southampton.
We live in a time of change that requires flexible and creative approaches to the socio-political mandates and constraints imposed upon our teaching and scholarship. While CALL provides us with technology-mediated solutions to some of the challenges that stem from recent political developments (e.g. subverting limitations to academic freedom imposed by national travel bans; see Oskoz & Smith, 2017), technology itself poses other challenges, including threats to personal dignity, privacy, individual agency, and democratic digital citizenship (European Data Protection Supervisor, 2015). In this talk I argue that we look to fandom for inspiration and motivation in responding to the socio-political challenges facing us in this time of change.
FanTALES: A Needs Analysis for Multilingual Digital Storytelling Tasks in 21s...Shannon Sauro
Presented May 19, 2017 at the CALICO Conference in Flagstaff, Arizona, USA
Shannon Sauro
Frederik Cornillie
Judith Buendgens-Kosten
This study reports on the findings of a needs analysis, carried out within the context of the FanTALES project, which explores whether multilingual digital story-telling inspired by fanfiction and gaming can meet the linguistic, digital, and intercultural learning needs and goals of secondary school learners in three European contexts (Sweden, Flanders, and Germany). Findings, relevant for teachers and instructional designers, hold implications for the development of guidelines for the design multilingual digital storytelling tasks to foster advanced language and literary learning, digital skill development, and intercultural competence among these learner populations.
Fan fiction Tasks in the Advanced Language ClassroomShannon Sauro
This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
“I’m going to get online and I’m going to talk to people and learn English”: ...Shannon Sauro
This presentations reports on a case study of the informal L2 language and digital literacy development of an adult fan.
The focal participant for this case study, Steevee, is a female fan in her early 30s originally from a small city in eastern Germany who first entered online media fandom six years prior with the goal of developing her English in order to live and work in London. Data analyzed include semi-structured interviews, email correspondence, and analysis of Steevee’s fan-based social media accounts on Tumblr and Twitter.
Findings reveal how Steevee’s heavy involvement in the fan practice of spoiling, defined as the discovery and sharing of plot elements (Duffet, 2013), during filming of the television series Sherlock facilitated Steevee’s English and digital literacy development for the purpose of living an working in an English-speaking context. This study, therefore, documents the process through which an adult L2 English user makes use of popular culture, technology, and online media fandom to engage in informal language learning.
A Study in Sherlock: Bridging the Digital Wilds & the Language ClassroomShannon Sauro
This reflective practice presentation builds on prior work that has looked at the use of fandom tasks (Sauro, 2014) for language learning. Such tasks include those that focus on fanfiction, defined by Jamison (2013) as "writing that continues, interrupts, reimagines, or just riffs on stories and characters other people have already written about" (p. 17). Initial investigation of fanfiction in the advanced English classroom has shown that collaborative fanfiction tasks that makes use of blog-based role-play to tell a missing moment from a story can be useful in bridging both language and literary learning (Sauro & Sundmark, in press 2016). However, although such tasks borrow from digital and linguistic practices found in online fan communities, the resulting stories do not fully reflect the linguistic or literary norms of the fanfiction in the digital wilds. This was a concern for language learners whose interest in publishing their online fanfiction was to communicate with online fans and fan communities.
The means of addressing this may lie in better integrating fan practices and fan voices in the tasks themselves and in actual classroom practice. This presentation, therefore, explores the revision and implementation of collaborative fanfiction tasks and instructions that do just that.
Building on previous blog-based fanfiction projects, the current project, A Study in Sherlock, was carried out as part of a course for students in the teacher education program at a Swedish university who were specializing in teaching English at the secondary school level. Students self-organized into small groups of 4-6 to write and publish online a collaborative mystery inspired by a Sherlock Holmes story. As part of their preparation, students were guided in the reading of several Sherlock Holmes mysteries, but were also required to read Sherlock Holmes fanfiction that had been identified by online fans as representative of the tropes and specific fan genres found in this type of fan writing. In addition, online several fanfiction writers were contacted to share writing activities they used when helping other novice fanfiction writers and these were incorporated into class instruction. Once completed, these stories were shared with online Sherlock Holmes fan communities.
Analysis of the language, content, and formatting of the 16 completed online stories as well as the reaction of fans, in particular to the six stories that were published to online fanfiction archives, revealed advantages for integrating fan practices into task design and teaching to support greater mastery of fanfiction genres in a manner more likely to reach (fan) readers and thereby link the digital wilds with the language classroom.
Student Perspectives on Intercultural Learning from an Online Teacher Educati...Shannon Sauro
This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.).
Innovations in Teaching? A Critical Look At A Three-Country Teacher Education...Shannon Sauro
In this presentation we (Sauro, Spector Cohen & O'Dowd) examine a three-country teacher education partnership, designed to English teachers to innovative uses of technology, using the following four points introduced by O'Dowd's in his 2015 keynote at Eurocall: (1) the effectiveness of this partnership for contributing to the goals of (foreign) language education, (2) the degree to which this partnership sufficiently addressed the needs and challenges of twenty-first century educators, (3) what future research directions could be drawn from this experience, and (4) how telecollaborative initiatives outside of CALL could be used to inspire or enhance future similar exchanges.
The Quality of Writing in Blog-Based Fanfiction for Language LearningShannon Sauro
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
6. @fanTALES_EU
What is Fanfiction?
Watch the video and be
prepared for a think-pair-share
activity.
There is also a short quiz at the
end of the video for a quick
review.
Art: FoxestacadoImage: Shannon Sauro
7. @fanTALES_EU
Think – Pair - Share
1. What did you know about
fanfiction before this video?
How is your perspective
different now?
2. What experience do you
have reading fanfiction?
3. What experience do you
have writing fanfiction?
Art: Foxestacado
9. @fanTALES_EU
Case studies of ESL learners’
use of fanfiction in anime
fandoms to transition from
novice writer in English to
successful writer, and the
bilingual fanfiction writing
practices of Finnish fans of
American TV shows to index
multilingualism and global
citizenship.
(e.g. Black, 2006; Lepännen et al, 2009)
Fanfiction and Autonomous
Language Learning
10. @fanTALES_EU
A collaborative story of a missing
moment from The Hobbit:
• Story outline and map
• Collaborative roleplay
fanfiction - each group
member to write from the
perspective of one character
from the novel
• Reflective paper
(Sauro & Sundmark, 2016)
The Blogging Hobbit
11. @fanTALES_EU
“this writing activity has
influenced my language
skills…. During this project I
have been able to expand my
repertoar [sic] of English words
which are not so commonly
used in everyday English
anymore.”
(Sauro & Sundmark, 2016, p. 420 )
Vocabulary Development
12. @fanTALES_EU
“I felt it unfair to work with
The Hobbit on such a
project since a big part was
to connect with a character
from the book and write
from that perspective. To
choose a book with
absolutely no women at all
made me not wanting to
take neither Tolkien nor this
assignment to heart.”
(Student Reflection,
Cohort 2014)
Not Always Motivating
13. @fanTALES_EU
“…restorying can also characterize
the complex ways that
contemporary young people
narrate the word and the world...
In other words, as young readers
imagine themselves into stories,
they reimagine the very stories
themselves...”
(Thomas & Stornaiuolo, 2016, p. 323)
Figure 1. Forms of Restorying
(Thomas & Stornaiuolo, 2016, p. 319)
Looking to Fans Restorying
14. Collaborative mystery
writing with a choice:
1. Retell a Sherlock
Holmes mystery or tell
an original mystery but
in an alternate
universe.
2. Tell an original
Sherlock Holmes
mystery in the original
context.
A Study in Sherlock
16. @fanTALES_EU
“…my interest in Doyle and
the Sherlock Holmes world is
still at an intermediate level….
On the other hand, my
knowledge of the Scooby Doo
universe is far greater and I
could enter that verse much
easier than the universe of
Sherlock Holmes.”
(Student 18, Cohort 2015)
Nowhere to Hyde
17. @fanTALES_EU
“First off, I am highly
Americanized in my English use,
and I blame Hollywood. It has
been a welcomed challenge to
write in British. My biggest
inspiration has once again been
the BBC show.…I truly enjoyed
using the word ‘foggiest’ in a
text, and it is now a part of my
vocabulary. My American is
being invaded, ‘the British are
coming!’”
(Student 54, Cohort 2015)
Art: Foxestacado
Vocabulary Use Beyond
the Classroom
18. @fanTALES_EUArt: Foxestacado
The Potter Project
Collaborative fan fiction using
at least one of four common fan
fiction genres/tropes:
1. Alternate Point of View
2. Prequel or Sequel
3. Missing Moment
4. Alternate Universe
19. @fanTALES_EU
Teacher’s Point of View
Although still in agony, Quirrell felt
a glimpse of hope as he looked
the Potter-boy in the eyes and
raised his wand. The killer-curse
was on his lips, when the
expression on the boy’s cunning
face suddenly changed. He leapt
forward and dug his hands into
Quirrell’s cheeks. The pain hit him
like the Hogwarts Express, and
then … there was nothingness.
The Curious Case of Quirinus Quirrell
(Cohort 2017)
20. @fanTALES_EU
Punctuation Awareness
“This project made me pay
attention to grammatical
aspects in the Harry Potter
books. For example, Rowling
doesn’t use a lot of transitional
words, which we just used a lot
in academic writing, but rather
she uses colons. I have never
used colons before in my
writing so that was fun to
learn.”
(Student 44, Cohort 2017)
Art: mudblood428
21. @fanTALES_EU
Depicting Dialect
“The next thing was to try to mimic
Rowling’s verison of Hagrids dialect.
For example, he does not say “for”
he says “fer”. There is no alteration
to the language, or the spelling or
the language when anyone else
speaks in the book, it is only with
Hagrid.”
(Student 41, Cohort 2017)
Image: Shannon Sauro
22. @fanTALES_EU
Point of View Awareness
”As I reread the first book I paid
close attention to how JK Rowling
writes, how Harry talks, and what
kind of characteristics the different
characters have. I found that even
though we only follow Harry as a
character, meaning we don't get
scenes where Harry does not
appear, there are a lot of other
main characters that help the story
become so special. We don't
actually know what the other
characters are thinking and feeling
but through JK Rowling's detailed
descriptions we find out anyway.” Art: pennswoods
23. @fanTALES_EU
Instructions for the 3 Fanfiction Projects
A Study in Sherlock
https://www.academ
ia.edu/31246935/A_
Study_in_Sherlock_2
016_
The Potter Project
https://www.academ
ia.edu/35272669/Po
tterProjectInstructio
nAE.pdf
The Blogging
Hobbit
https://www.academ
ia.edu/18097722/Th
e_Blogging_Hobbit_
2014_
25. @fanTALES_EU
Purpose
The goal of this small
group activity is to practice
fanfiction writing in class
and to help students
experiment with creative
writing in response to
prompts. It is based on a
writing activity created by
fanfiction writer Emma
Grant, who often holds
writing workshops for fans
interested in getting
started in fanfiction
writing. Image: Shannon Sauro
26. @fanTALES_EU
Instructions Part I
Find a partner (or two) who
has enjoyed
reading/watching a book,
movie or tv show you also
like and wants to write
fanfiction about it.
OR
Work with the people sitting
near you to identify a book,
movie, tv show or game you are
all familiar with and want to try
writing fanfiction about.
Art: pennswoods
27. @fanTALES_EU
Instructions Part II
1. Select one person from your group to come to the front and pick
up four cards, one from each set.
2. The different color cards contain different prompts (character,
setting, object, dialog).
3. Take a few minutes to look over your group’s cards and to ask
questions or generate ideas.
4. Then using the story/movie/tv show you selected, begin writing
(in a flash) whatever comes to you for 15 minutes. Don’t worry about
editing. Just write!
5. When time is up, stop writing, even if you’re in the middle of a
sentence.
6. Afterward, I’ll ask for volunteers who want to share their group’s
prompts and stories with everyone.
28. FanTALES
Multilingual Digital Storytelling for Fans in the Language Classroom
FanTALES is co-funded by the Erasmus+ Programme of the
European Union (grant agreement number: 2017-1-BE02-KA201-
034792).
30. @fanTALES_EU
The searchable catalog of
source texts will provide
teachers with information
about texts, movies,
digital games, tv shows
and other media that lend
themselves to fanfiction
projects.
(https://www.fantales.eu/)
Catalog of Source Texts
31. @fanTALES_EU
The aim of the Fanfiction –
Learning Through Doing
Module is to familiarize
language teachers (both
student teachers and
practising teachers) with
fanfiction
The module is comprised of
lesson plans, videos,
handouts, selected readings
and questions for reflection
and discussion.
Fanfiction Module
32. @fanTALES_EU
Fix-it fic is fanfiction which fixes
something in the source
material that a fan did not like.
For instance, it is common for
fix-it fic to bring a beloved
characters back to life, to fix or
explain an inconsistency in a
character's behavior or to fix a
hole in the plot. For this option,
you will identify something in
the source text you do not like
and write a story where you fix-it
and explore what happens as a
result.
Task Instructions
Art: Foxestacado
33. @fanTALES_EU
The fanfiction component of
the rubric framework is
designed to help teachers
evaluate the learning
outcomes (related to
fanfiction) for these tasks.
(https://www.fantales.eu/)
Rubric Framework
35. @fanTALES_EU
Fanart Acknowledgements
Fox Estacado of The Art of Fox Estacado:
Fine Fan Art and Geekery
(artbyfox.storenvy.com). All rights reserved
and used in this presentation with
permission.
Mudblood428 of Potter on Paper
(http://www.mudblood428.com). All rights
reserved and used in this presentation with
permission.
Pennswoods
All rights reserved and used in this
presentation with permission.
Art: mudblood428
36. @fanTALES_EU
References
Black, R.W. (2009). Online fan fiction and critical media literacy. Journal of Computing in
Teaching Education, 26(2), 75-80. https://doi.org/10.1080/10402454.2009.10784636
Black, R.W. (2006). Language, culture, and identity in online fanfiction. E-learning, 3, 180–184.
Brunel, M. (2018). Les écrits de fanfiction dans la classe. Le Français aujourd'hui n° 200 (1), 31-
41. Available from http://www.revues.armand-colin.com/lettres-langues/francais-
aujourdhui/francais-aujourdhui-ndeg-200-12018/ecrits-fanfiction-classe
Curwood, J.S. (2013). The Hunger Games: Literature, literacy and online affinity spaces.
Language Arts, 90(6), 417 – 427.
Lepännen, S., Pitkänen-Huhta, A., Piirainen-Marsch, A., Nikula, T., & Peuronen, S. (2009).
Young people’s translocal new media uses: A multiperspective analysis of language choice and
hetero-glossia. Journal of Computer-Mediated Communication, 14, 1080–1107.
Sauro, S. (2017). Online fan practices and CALL. CALICO Journal, 34(2), 131-146.
https://doi.org/10.1558/CJ.33077
Sauro, S., & Sundmark, B. (2019). Critically examining the use of blog-based fan fiction in the
advanced language classroom. ReCALL. 31(1): 40-55,
https://doi.org/10.1017/S0958344018000071
Sauro, S., & Sundmark, B. (2016). Report from Middle Earth: Fan fiction tasks in the EFL
classroom. ELT Journal, 70(4), 414-423, https://doi.org/10.1093/elt/ccv075
Thomas, E.E., & Stornaiuolo, A. (2016). Restorying the self: Bending toward textual justice.
Harvard Educational Review, 86(3), 313-338.
References
Art: Foxestacado
Fantales.eu l mah.academia.edu/ShannonSauro l shannon.sauro@mau.se
Editor's Notes
What is fanfiction?
How many of you know what it is?
Can you give an example?
What is fanfiction?
How many of you know what it is?
Can you give an example?
Student 4, Cohort 2018
To be integrated into an online gamified writing assignment platform