Abstract
ABSTRACT Using the lens of Street (1984; [1995]2014; 2003; 2010; 2012), this article firstly aims at discussing the contemporary literacy practices young readers and writers of fanfics engage in when inserted in the affinity spaces of fan literature. This discussion is based on the concept of ideological literacy proposed by the author and dialogues with the concept of multiliteracies, outlined by the New London Group (CAZDEN; COPE et al, 1996) and expanded by several authors such as Cope; Kalantzis (2000), Gee (2000), Rojo (2012) and Kleiman; Sito (2016), among others. These contemporary literacy practices, understood, therefore, as the social use of language, were studied from an ethnographic perspective (HEATH; STREET, 2008). Data was generated from the field observation on two fanfic self-publishing platforms and from literacy events occurring in rounds of conversation, within the scope of the Junior Scientific Initiation Project. (PICJr-049), promoted by a traditional federal institution of basic education in Rio de Janeiro. The social models of literacy used by participants in literacy events (HEATH, 1982; STREET, 2012) signals that designs are (re)shaped according to the interactional context of these participants. This article also proposes a reflection on the language ideologies underlying the discourse of the students participating in the PICJr-049. This analysis is oriented by Volóchinov’s concept of ideology ([1929]2017) and the notion of language ideology, as discussed in the studies by Woolard (1998) and Kroskrity (2004). In the analysis, it was observed that the students reinforce language ideologies anchored in the legitimation of the educated norm of the Portuguese language and in the privilege of literary canons in school literacy practices.
Highlights
Fan fiction – abbreviated fanfic or just fic – represents one aspect of fan engagement with a fandom1
Considering that the interactional practices in fanfic affinity spaces represent a social use of language in a field where power relations among readers, authors and editorial market have clashed, the analysis of the study presented in this article draws on the ideological model of literacy (STREET, 1984; 2003)
Approaching fan fiction as “one element of audience response” (HELLEKSON; BUSSE, 2014) – as discussed in the introduction of this article, requires a theoretical understanding of literacy anchored in the ideological model (STREET, 1984), since writing and reading fanfics imply issues of social use of language, identity construction and clashes in power relations
Summary
Fan fiction – abbreviated fanfic or just fic – represents one aspect of fan engagement with a fandom. Considering that the interactional practices in fanfic affinity spaces represent a social use of language in a field where power relations among readers, authors and editorial market have clashed, the analysis of the study presented in this article draws on the ideological model of literacy (STREET, 1984; 2003). I will focus on the social practices in which contemporary fanfics are embedded, accounting for the cultural diversity and the use of multimodal language in digital environments For this reason, I will add to this analysis the concept of Multiliteracies (NLG, 2000; COPE; KALANTZIS, 2000; GEE, 2000; KLEIMAN; SITO, 2016 and ROJO, 2012), aligned with the studies of Kress; Rowsell (2019).
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