Abstract:Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call “user‐generated content affinity spaces” – interest‐based spaces that focus on creating and sharing self‐made content. Such spaces focus on processes of developing users' creations and sharing the products with an audience. These spaces have been i… Show more
“…We do this by connecting a classroom with networked environments. Although much extant research exploring adolescent participation in online creative writing communities has been situated outside of schools and/or in a single networked public (e.g., Black, ; Curwood, ; Korobkova & Black, ; Lammers & Marsh, ), we need to understand more about how practices, pedagogies, and writers traverse contextual boundaries by locating networked writing research in classroom spaces (Magnifico et al., ; Marsh, ). Although numerous challenges arise when bringing networked publics into classroom spaces, including making space for this work in times of standardized curricula, pressures of accountability, and potential technological barriers, literacy researchers and educators must not be deterred.Expose students to different online spaces, such as Fanfiction.net, Wattpad, and Archive of Our Own, and guide their analyses of the networked publics.Have students create profiles in networked publics, and design opportunities to support students’ networked writing throughout the year.As part of a semester‐ or year‐long literacy class, facilitate frequent revisits of this topic by (a) encouraging students to continue reading, writing, and reviewing in their online spaces; (b) soliciting students’ reflections about their experiences; (c) offering creative writing assignment options for individual or group work throughout the year; and (d) welcoming students to share fanfiction they find based on texts read in class or other self‐selected readings.Provide minilessons on audience, feedback, copyright, parody, remix, creativity, and other topics to inform students’ networked writing.Use Google Forms, or another anonymous means, so students can request help with writing mechanics on their personal writing.…”
Section: Discussionmentioning
confidence: 99%
“…We do this by connecting a classroom with networked environments. Although much extant research exploring adolescent participation in online creative writing communities has been situated outside of schools and/or in a single networked public (e.g., Black, 2005;Curwood, 2013;Korobkova & Black, 2014;Lammers & Marsh, 2015), we need to understand more about how practices, pedagogies, and writers traverse contextual boundaries by locating networked writing research in classroom spaces (Magnifico et al, 2018;Marsh, 2018). Although numerous challenges arise when bringing networked publics into classroom spaces, including making space for this work in times of standardized curricula, pressures of accountability, and potential technological barriers, literacy researchers and educators must not be deterred.…”
Section: Discussionmentioning
confidence: 99%
“…Such participation requires that students attend to the changing nature of writing when interacting with an audience (Magnifico, 2010), which affects the rhetorical situation of writing online (Lunsford & Ede, 2009). Recent research has suggested that teachers play vital roles in helping young writers realize the potential of online spaces and advance their capacities as writers, readers, and reviewers (e.g., Magnifico, Lammers, & Fields, 2018;Padgett & Curwood, 2016; E.E. Thomas & Stornaiuolo, 2016).…”
Research about adolescents sharing creative writing in interest‐driven online communities has suggested that teachers can play important roles in helping young writers realize the potential of online spaces. Framed by sociocultural notions of new literacies and a conceptual framework theorizing the rhetorical situation when sharing writing in networked publics, this instrumental case study examined the design and implementation of a high school elective course supporting students to critically analyze and participate in online creative writing spaces. The authors collected observation, interview, and artifactual data and then analyzed them inductively to generate testable assertions about how bringing together the potential audiences in classrooms and networked publics affected writing instruction and the writing act. Findings revealed how controlling the makeup of audiences raised privacy issues, cultivating interactions with audiences required persistence, and conceptualizing audiences affected these students’ writing. Suggestions for designing writing instruction to include networked publics and recommendations for classroom‐based research are shared.
“…We do this by connecting a classroom with networked environments. Although much extant research exploring adolescent participation in online creative writing communities has been situated outside of schools and/or in a single networked public (e.g., Black, ; Curwood, ; Korobkova & Black, ; Lammers & Marsh, ), we need to understand more about how practices, pedagogies, and writers traverse contextual boundaries by locating networked writing research in classroom spaces (Magnifico et al., ; Marsh, ). Although numerous challenges arise when bringing networked publics into classroom spaces, including making space for this work in times of standardized curricula, pressures of accountability, and potential technological barriers, literacy researchers and educators must not be deterred.Expose students to different online spaces, such as Fanfiction.net, Wattpad, and Archive of Our Own, and guide their analyses of the networked publics.Have students create profiles in networked publics, and design opportunities to support students’ networked writing throughout the year.As part of a semester‐ or year‐long literacy class, facilitate frequent revisits of this topic by (a) encouraging students to continue reading, writing, and reviewing in their online spaces; (b) soliciting students’ reflections about their experiences; (c) offering creative writing assignment options for individual or group work throughout the year; and (d) welcoming students to share fanfiction they find based on texts read in class or other self‐selected readings.Provide minilessons on audience, feedback, copyright, parody, remix, creativity, and other topics to inform students’ networked writing.Use Google Forms, or another anonymous means, so students can request help with writing mechanics on their personal writing.…”
Section: Discussionmentioning
confidence: 99%
“…We do this by connecting a classroom with networked environments. Although much extant research exploring adolescent participation in online creative writing communities has been situated outside of schools and/or in a single networked public (e.g., Black, 2005;Curwood, 2013;Korobkova & Black, 2014;Lammers & Marsh, 2015), we need to understand more about how practices, pedagogies, and writers traverse contextual boundaries by locating networked writing research in classroom spaces (Magnifico et al, 2018;Marsh, 2018). Although numerous challenges arise when bringing networked publics into classroom spaces, including making space for this work in times of standardized curricula, pressures of accountability, and potential technological barriers, literacy researchers and educators must not be deterred.…”
Section: Discussionmentioning
confidence: 99%
“…Such participation requires that students attend to the changing nature of writing when interacting with an audience (Magnifico, 2010), which affects the rhetorical situation of writing online (Lunsford & Ede, 2009). Recent research has suggested that teachers play vital roles in helping young writers realize the potential of online spaces and advance their capacities as writers, readers, and reviewers (e.g., Magnifico, Lammers, & Fields, 2018;Padgett & Curwood, 2016; E.E. Thomas & Stornaiuolo, 2016).…”
Research about adolescents sharing creative writing in interest‐driven online communities has suggested that teachers can play important roles in helping young writers realize the potential of online spaces. Framed by sociocultural notions of new literacies and a conceptual framework theorizing the rhetorical situation when sharing writing in networked publics, this instrumental case study examined the design and implementation of a high school elective course supporting students to critically analyze and participate in online creative writing spaces. The authors collected observation, interview, and artifactual data and then analyzed them inductively to generate testable assertions about how bringing together the potential audiences in classrooms and networked publics affected writing instruction and the writing act. Findings revealed how controlling the makeup of audiences raised privacy issues, cultivating interactions with audiences required persistence, and conceptualizing audiences affected these students’ writing. Suggestions for designing writing instruction to include networked publics and recommendations for classroom‐based research are shared.
“…Adolescents' textual practices are shaped by the competing dialectics between classroom structure and learner agency that tend to create tensions for classroom practices (Magnifico et al, ; Tan, ). In “Drivers of Student Performance: Insights from Asia” Chen et al () indicate that teaching practices tend to be more teacher directed and structured in the higher performing Asian education systems.…”
Section: Learner Agency Self‐directed Learning and Social Mediamentioning
confidence: 99%
“…Adolescents' textual practices are shaped by the competing dialectics between classroom structure and learner agency that tend to create tensions for classroom practices (Magnifico et al, 2017;Tan, 2013).…”
Section: Learner Agency Self-directed Learning and Social Mediamentioning
While current research points out that young people are developing emerging culture of learning in informal spaces, less is known about such digital literacy practices in the Asian contexts where the notion of literacy tends to refer to school literacy. Research on young people's online participatory culture continues to suggest that social media offer affinity spaces where extensive knowledge is acquired, constructed and produced outside of schools. In this paper, we use two case studies on social media as illustrative examples to understand how adolescents shape their learning online. We aim to contribute to the ongoing dialectics on social media and learning by examining how adolescents exhibit agency online. We argue that social media such as Facebook offer high learner agency environments for adolescents to participate in self‐initiated enterprise and allow them to develop personal trajectories for learning. The case studies presented in this paper suggested that the adolescents' pursuit of their passions on online affinity spaces gave rise to intellectual friendships and the development of personal pedagogies.
In this study, I explored how a high school English class’s multimodal project broadened student and teacher participation. Previous research has established that multimodal composing expands the nature of classroom texts, opens opportunities for identity expression, and extends access to audiences. Less is known about how affordances work together to increase options for more students and teachers to participate in school‐based writing. Informed by affinity space and multimodality frameworks, this article adds to a small pool of classroom affinity space studies. Through grounded theory analysis, findings reveal that a multimodal project provided students opportunities to participate as interactive audience members, pursue less typical routes to status, and express identity; their teacher experienced an opportunity to participate more flexibly. Pertinent to a rise in online learning and increasingly prevalent and complex ways to create multimodal content, findings illuminate classroom affinity space features focused on broadening participation.
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