Fangirls as teachers: examining pedagogic discourse in an online fan site

New Pedagogies of Motivation: Reconstructing and Repositioning Motivational Constructs in the Design of Learning Technologies

“…Such sites follow the framework of affinity spaces, wherein 'newbies and masters and everyone else' (Gee, 2004) congregate around a particular interest and often produce (or co-produce) various kinds of transformative works, including fan fictions, fan videos, and guides to favorite games. Social relationships are thus formed around these works, and encourage members to see each other as helpers or even co-authors, which can often become a hook into participants' growing learning or expertise (Chandler-Olcott & Mahar, 2003;Black, 2008;Lammers et al, 2012;Lammers, 2013).…”

“…'Community' here might be seen as adding layers of information to a home community by providing an alternative reality with a historical or scientific storyline (Barab et al, 2005;DeVane et al, 2009), adding layers of learning and social interaction around a student-valued practice such as gaming (Steinkuehler & Duncan, 2008;Magnifico et al, 2012;Lammers, 2013), watching anime (Black, 2008(Black, , 2009, or reading fiction (Curwood, 2013). In this line of thinking, new media-supported environments open users to new levels of access, new perspectives, powerful habits of mind, multimodal channels of delivery, and gateways into new and existing communities of practice.…”

Apps to Bridge the Gap: Developing the Third Space With Apps

“…For New Literacy instruction to be effectively enacted, an awareness of how and why digital tools empower students and provide critical reading opportunities must be acknowledged. The literature reveals that conventional, print‐based pedagogies fail to acknowledge how adolescents locate, interact with, and utilize relevant information (Alvermann, ; Lammers, ; Turner & Hicks, ). Furthermore, Alvermann posited that “it is not enough to simply point toward potential linkages between online participatory cultures and long‐established practices in both teaching and research” (p. 17), but instead we must consider a shift in pedadgogical beliefs, thinking, and implementation (Alvermann & Hinchman, ).…”

“…The benefits of the third space in pedagogical practice are numerous. In fact, many pedagogical discourses among members take place in these social spaces, with students providing feedback and support for both content and more school‐based skills such as grammar, editing, and other writing conventions (Black, , ; Lammers, ). Jacobson and Mackey () proposed a conceptual metaliteracy model, which moves beyond using technology in traditional academic methods to one that encompasses “creative production and sharing of information through collaborative social media” (p. 85).…”

“…This metaliteracy model requires students to continually reflect on their own learning, expand their new knowledge, and apply critical literacy skills to produce new information in digital settings (Jacobson & Mackey, ). Through the metaliteracy model, students are participatory, engaging in pedagogical dialogues drawn from classroom practices but in digital affinity spaces (Jacobson & Mackey, ; Lammers, ).…”