Evaluating fandom: Using blogging and a grade contract to promote fan labor in the classroom

Dominic J Ashby

doi:10.3983/twc.2021.1971

Abstract

Grade contracts offer a way to transform the relationship between labor and assessment in classrooms. By turning attention from evaluations of quality to labor completed, grade contracts make space for students to shift from a grade-driven extrinsic motivation to an interest-driven intrinsic motivation for completing coursework. Such an assessment model is well suited for fan studies classes where instructors ask students to engage in fan behavior. I share how I built an upper-division course about anime and anime fandom centered around a student-authored, publicly viewable blog. I discuss the synergy between the blogging project and a grade contract that enhanced student learning, engagement, and enjoyment. I also share my course design philosophy, approach to blogging, and student reactions to the grade contract.

Highlights

Complete a substantial student-directed project; the project should be revised and edited for clarity, contain accurate information, and engage a public audience
Post two discussion lead posts to the blog by the date and time they are due, and respond substantively to the comments made by others on those posts
Write and post a film review by the date you've signed up for; the review should meet all the requirements on the assignment sheet, use concepts covered in class in ways that help readers gain a richer appreciation of the film, be written in a way accessible for a public audience, and be revised and edited; responds meaningfully to reader comments, through clearly marked edits and/or as replies in the comments section

Summary

Introduction

Complete a substantial student-directed project; the project should be revised and edited for clarity, contain accurate information, and engage a public audience. Write and post a film review by the date you've signed up for; the review should meet all the requirements on the assignment sheet, use concepts covered in class in ways that help readers gain a richer appreciation of the film, be written in a way accessible for a public audience, and be revised and edited; responds meaningfully to reader comments, through clearly marked edits and/or as replies in the comments section.

Results

Conclusion