You are here:

Access and Affiliation: The Literacy and Composition Practices of English-Language Learners in an Online Fanfiction Community
ARTICLE

Journal of Adolescent & Adult Literacy Volume 49, Number 2, ISSN 1081-3004

Abstract

Online fanfiction communities provide adolescent English-language learners (ELLs) with a forum for engaging in an array of sophisticated literacy practices. This article draws on constructs from literacy studies and second-language acquisition as conceptual bases for exploring the writing, reviewing, and social practices in an online fanfiction community. Analyses focus on how the networked structure of such sites facilitates English-language learning and promotes writing by providing ELLs with access to a broad audience of readers and multiple community writing resources. By highlighting the social and interactive nature of writing in this space, connections among language, literacy, and identity are emphasized. In conclusion, the author explores some of the possibilities that networked computer environments offer for developing authentic, interactive writing activities in the classroom.

Citation

Black, R.W. (2005). Access and Affiliation: The Literacy and Composition Practices of English-Language Learners in an Online Fanfiction Community. Journal of Adolescent & Adult Literacy, 49(2), 118-128. Retrieved December 10, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.