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.
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).
Fanfiction for Language & Literature TeachingShannon Sauro
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
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.
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.
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.
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).
Fanfiction for Language & Literature TeachingShannon Sauro
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
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.
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.
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.
British Council Teaching English: How and Why of Graded ReadersVictoria Boobyer
Online talk given for British Council. There is a recording of the talk here: https://www.teachingenglish.org.uk/article/victoria-boobyer-a-why-how-graded-readers
A New Generation of Communication:Presentation Tools for Digital Learners
This presentation introduces a number of tools that can be used in classrooms and library to enhance communication with and amongst digital learners.
Comics in the Classroom was presented by Amie Wright and Thomas Knowlton of MyLibraryNYC on Saturday, 5/16/15 in the Celeste Auditorium at New York Public Library's Stephen A. Schwarzman Building.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources at http://ShellyTerrell.com/Comics
Discussion points: how does White racism work today, how do White Americans produce and reproduce the culture of White racism through their use of language in literary texts and mass media, how does folk theory help us to understand and unravel White racism
“I know I have those tools because of fandom”: The digital literacy developm...Shannon Sauro
This paper reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who participated in fan communities on Twitter and Tumblr for the purpose of spoiling, a fan practice defined as the discovery and sharing of plot elements. Presented at EPAL, 7 June 2018, Grenoble, France.
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.
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.
British Council Teaching English: How and Why of Graded ReadersVictoria Boobyer
Online talk given for British Council. There is a recording of the talk here: https://www.teachingenglish.org.uk/article/victoria-boobyer-a-why-how-graded-readers
A New Generation of Communication:Presentation Tools for Digital Learners
This presentation introduces a number of tools that can be used in classrooms and library to enhance communication with and amongst digital learners.
Comics in the Classroom was presented by Amie Wright and Thomas Knowlton of MyLibraryNYC on Saturday, 5/16/15 in the Celeste Auditorium at New York Public Library's Stephen A. Schwarzman Building.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources at http://ShellyTerrell.com/Comics
Discussion points: how does White racism work today, how do White Americans produce and reproduce the culture of White racism through their use of language in literary texts and mass media, how does folk theory help us to understand and unravel White racism
“I know I have those tools because of fandom”: The digital literacy developm...Shannon Sauro
This paper reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who participated in fan communities on Twitter and Tumblr for the purpose of spoiling, a fan practice defined as the discovery and sharing of plot elements. Presented at EPAL, 7 June 2018, Grenoble, France.
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.
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.).
Me and My Memes: EFL students’ memes and their role in participatory cultureRichard Pinner
Memes are the “lingua franca” of the internet (Milner, 2016), and there is a small but growing body of research using memes with EFL learners (Harshavardhan et al, 2019). In this talk, I share some of my own practical experiences using memes in Japanese university classes. Students find and share memes, as well as creating and sharing their own. The values and potential pitfalls of this are discussed practically, and some preliminary data about students’ reflections and experiences of using memes are presented to begin a discussion on the potential place that memes might have in the EFL classroom. Initial response show that students found making their own memes to be a rewarding experience that gave them a connection to participatory culture (Jenkins et al, 2009).
Harshavardhan, V., Wilson, D., & Kumar, M. V. (2019). Humour discourse in internet memes: An aid in ESL classrooms. Asia Pacific Media Educator, 29(1), 41-53.
Milner, R. M. (2016). The World Made Meme: Public Conversations and Participatory Media. Cambridge, MA: MIT Press.
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: The MIT Press.
Presentation given at JALT CALL 2023 at Kumamoto, June 4th.
An ‘open source’ networked identity - On young people’s construction and co-construction of identity on social network sites
Paper presentation at: “Youth 2.0 – Affordances, Uses and Risks of Social Media”, University of Antwerp, March 21th 2013
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
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.
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.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
“I’m going to get online and I’m going to talk to people and learn English”: The Informal Language Learning of a Sherlock Fan
1. Shannon Sauro
Malmö University, Sweden
shannon.sauro@mah.se |@shansauro | mah.academia.edu/ShannonSauro | ssauro.info
“I’M GOING TO GET
ONLINE AND I’M
GOING TO TALK TO
PEOPLE AND
LEARN ENGLISH”
THE INFORMAL
LANGUAGE LEARNING OF
A SHERLOCK FAN
2. Extramural English
“…English-related activities
that learners come in contact
with or are engaged in outside
the walls of the English
classroom, generally on a
voluntary basis.”
(Sundqvist & Sylvén, 2014, p. 4)
3. Online Fandom
“the local and international networks of fans that develop around
a particular program, text or other media product and which foster
the sharing of responses to the source material, including the
production of novel fan-generated content.” (Sauro, 2014, p. 239)
4. Fanfiction Research in
Applied Linguistics
• Teen L2 learners’ use of fanfiction
in anime fandoms to transition from
novice writers in English to
successful writers (Black, 2006;
2009)
• Bilingual fanfiction writing practices
of young Finnish fans of American
television shows to index
multilingualism and global
citizenship (Lepännen, et al, 2009)
• Youth writing of self-insert
fanfiction to confront and examine
social issues in their local context
(Lepännen, 2008)
5. Other Fan Practices
• Fan site web design and the
development of textual identity(Lam,
2000).
• Anime consumption and Japanese
learning (Fukunaga, 2006).
• Amateur translations (scanlation) of
Asian manga into Spanish (Valero-
Porras & Cassany, 2015).
• Critiquing and restorying all white
texts by racebending the characters
in fanart (Thomas & Stornaiuolo,
2016).
6. Purpose
To explore the informal
L2 language learning
and digital literacy
development of a
Sherlock fan.
7. Steevee’s Fan History
2009
• Joined Supernatural Fandom
• Joined Twitter; Created a fan FB page
2010
• Joined Torchwood and Doctor Who
fandoms
• Created a fan Tumblr
2012
• Joined Sherlock fandom
• First read fanfiction
• Wrote first fanfiction
2013
• Began reporting on filming of Sherlock
#setlock
• Developed fact-checking skills, brevity
& speed in English for posting.
2015
• Joined The Man from Uncle fandom
8. “As we have noted, motivation
is never simply in the hands of
the motivated individual learner
but is constructed and
constrained through social
relations with others”
(Ushioda, 2008, p. 157)
9. I tried to shift my accent
from American English to
British English. I tried to
learn to write colour with
‘ou’ and so on. And I
started to watch Doctor
Who and Torchwood.
Those were my next two
big fandoms.
(Interview, 14 December 2015)
…it was the opportunity to
completely immerse myself
in the English language. That
was it for me. I was so
stoked. I’m going to get
online and I’m going to talk
to people and learn English.
And I’m going to learn new
words. And I used to sit
there with a notepad next to
Twitter and write down
words I’d never seen before,
look them up, learn them.
(Interview, 14 December 2015)
10. Spoiling
“…the purposeful discovery of crucial developments in the plot of a fictional
story of a film or TV series before the relevant material has been broadcast
or released.”
(Duffett, 2013, p. 168)
11. “The non-native speakers are really the lose canon because
they might understand something incorrectly because of their
own lack of knowledge of the English language or sarcasm or
whatever is being used as a metaphor for example.”
(Interview, 14 December 2015)
12. Due to the massive increase of hits and followers due to setlock, I somehow
became someone who was consulted on various things and I realized that if I
wanted to help/give answers etc, I’d have to make myself understood in the
way I wanted to be – that’s when my answers got longer and more in-depth,
as I wanted to make sure my arse was covered XD
(Email, 7 January 2016)
13. Affordances
“text-making practices are not
determined by what the
resources naturally offer but
are shaped by how people
perceive what various
representational resources
can or cannot do for them”
(Lee, 2007, p. 227)
14. “Many young people today
consider what exists on the
Internet freely available raw
material to be used however
they see fit. Moreover, tools for
copying and modifying this raw
material are simple and
abundant. What is distinctive
about the digital environment is
not borrowing per say … but
rather the sense that borrowing
does not require an
acknowledgement.”
(Chun, Kern & Smith, 2016, p. 69)
15. That was the first thing I
learned on Twitter,
basically. How not to
steal anybody’s tweet
because I got yelled at
for copying and pasting
because that’s what I
knew.
(Interview, 14 December 2015)
I had no idea what
Tumblr was about until
I got yelled at…And
from then on I knew,
you give credit. You
reblog. You can tag
some things. So
somebody took me by
the hand, and I’ve
taken hundreds of
people by the hand
over the years, letting
them into the fandom
on Tumblr, so to speak.
Don’t steal anybody’s
art.
(Interview, 14 December 2015)
17. And setlock has taught me in a way to check many things that come up.
Like today, it was the Pope posted his first selfie…Within one minute I
had found out, even before Buzzfeed had found out, I knew that the
picture was not a selfie but a screengrab from an interview he once did.
(Interview, 14 December 2015)
18. I know I have those tools because of fandom. To
think differently. To think critically. Especially to try
to see it from a different point of view. And fandom
has provided me with so many tools regarding my
own everyday life and also accepting the other
lives around me as part of the whole.
(Interview, 14 December 2015)
19. 1. Experience working
with clients from
multiple countries
2. Social media savvy
3. Internet research skills
4. Native writing skills in
both German and
English.
(Job Announcement, 20 June 2016)
20. References
Black, R.W. (2009). Online fan fiction, global identities, and imagination. Research in the Teaching of English, 43, 397-425.
Black, R.W. (2006). Language, culture, and identity in online fanfiction. E-learning, 3, 180–184.
Chun, D., Kern, R., & Smith, B. (2016). Technology use, language teaching, and language learning. The Modern Language Journal, 100
(Supplement 2016), 64-80.
Duffett, M. (2013). Understanding fandom: An introduction to the study of media fan culture. New York/London: Bloomsbury.
Fukunaga, N. (2006). “Those anime students”: Foreign language literacy development through Japanese popular culture. Journal of Adolescent &
Adult Literacy, 50(3), 206-222.
Lam, W. S. E. (2000). Literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34, 457-484.
Lee, C., K.-M. (2007). Affordances and text-making practices in online instant messaging. Written Communication, 24(3), 223-249.
Lepännen, S. (2008). Cybergirls in trouble? Fan fiction as a discursive space for interrogating gender and sexuality. In C.R. Caldas-Coulthard and R.
Iedema (Eds.). Identity trouble: Critical discourse and contested identities, (pp. 156-179). Houdsmills, UK: Pallgrave Macmillan.
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.
Petersen, L.N. (2014). Sherlock fans talk: Mediatized talk on tumblr. Northern Lights, 12, 87-104.
Sauro, S. (2014). Lessons from the fandom: Task models for technology-enhanced language learning. In M. González-Lloret & L. Ortega (Eds).
Technology-mediated TBLT: Researching technology and tasks, (pp. 239-262). Amsterdam/Philadelphia: John Benjamins.
Sundqvist, P., & Sylvén, L.K., (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26(1), 3-20.
Suto, I. (2013). 21st Century Skills: Ancient, ubiquitous, enigmatic? Research Matters. A Cambridge Assessment Publication,15, 2-8.
Thomas, E.E., & Stornaiuolo, A. (2016) Restorying the self: Bending toward textual justice. Harvard Educational Review, 86 (3), 313-338. Doi:
http://dx.doi.org/10.17763/1943-5045-86.3.313
Ushioda, E. (2008). Language motivation in a reconfigured Europe: Access, identity, autonomy. Journal of Multilingual and Multicultural Development,
27(2), 148-161.
Valero-Porras, M.-J., & Cassany, Y. (2015) Multimodality and language learning in a scanlation community. Procedia - Social and Behavioral
Sciences 212, 9-15.
21. Acknowledgements
Graphics
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.
Photographs of #setlock
Shannon Sauro.
Slides available at http://www.slideshare.net/Shansauro