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This work focuses on analyzing fan theories as interpretive processes shared by users of virtual reading communities. Within these spaces of participatory culture, a complex strategy of interactions among its members is encouraged to formulate conjectures about the text's intentions and negotiate its degree of relevance. We have based our research on a methodology linked to the ethnography of reading. From a representative sample of the narrative universes of A Song of Ice and Fire and Harry Potter, the different modes of agreed collaborative textual interpretation are explored. The data show that within these communities of practice, three reading models are developed: predictive theories in which future narrative contents are inferred; explanatory theories in which narrative arcs are endowed and charged with meaning through the analysis of canon and, finally, alternative theories with a highly creative component in which the interpretative limits of the text are explored. Within these virtual communities, hermeneutical proposals are characterized by the activation of complex, heavily referenced literary argumentation to maintain semiosis active and expand the horizon of expectations of its members.

In this work we analyse the evolution of fanfictions related to four of the most popular current fandom series: Harry Potter, Twilight, The Hunger Games and Divergent. This is a descriptive investigation wherein the temporal evolution of fanfic production is studied. The research focuses mainly on the relationship between the periods of greatest creative fanfiction activity and the publishing of the different books of the respective series, their transmedia expansion and film adaptations, among others. The study has allowed us to observe that these fan communities are generally ephemeral, although strongly united by ties of affinity, as well as being creative and active. The results obtained suggest that these vernacular literary practices are the source not only of motivation, but also of a formative process of reading and writing that can be planned and developed in formal learning contexts

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