Li Fung Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 92-98). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / Chapter Chapter One: --- Introduction --- p.1 / Chapter Chapter Two: --- On slash and De Certeau --- p.18 / Chapter Chapter Three: --- The Pleasure of Escape --- p.30 / Chapter Chapter Four: --- The Fan Community --- p.58 / Chapter Chapter Five: --- Conclusion --- p.86 / Reference --- p.92

Through interviews and writing sample analysis of two secondary students who are fan fiction writers, this article examines the tensions between curricular writing and extracurricular fan fiction writing. This study finds students have rich extracurricular writing lives, and they repurpose familiar practices from fan fiction writing for the classroom. This study further discusses the role of genre in effective repurposing. This study argues students who develop genre awareness repurpose their extracurricular writing more effectively to fulfill curricular assignments.

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Orientador: Alvaro Luiz Hattnher / Banca: Aparecido Donizete Rossi / Banca: Vera Helena Gomes Wielewicki / Resumo:Com o intuito de descrever e verificar os recursos mais recorrentes utilizados na criação de fanfictions sobre Harry Potter por autores brasileiros, discute-se neste trabalho o movimento de consumidores a uma cultura participativa nas últimas décadas, suas implicações nos debates sobre propriedade intelectual e o impacto da evolução da tecnologia na produção e circulação de produtos midiáticos. O surgimento das fanfictions e os mecanismos existentes na reinterpretação de narrativas originais também são abordados, bem como os números expressivos que representam o sucesso dos livros de J.K. Rowling como fenômeno editorial e como comunidade na internet. Tendo em vista a atividade significativa de fãs brasileiros da série e sua produção de histórias inspiradas em Harry Potter, três fanfictions representativas da produção do fandom no Brasil foram analisadas e constatou-se que os recursos mais frequentes em seu desenvolvimento são: universo alternativo, foco em personagem secundário, o subgênero slash e extensão da linha do tempo, premissa que evidencia predileção de autores e leitores por maior espaço para criação própria / Abstract: In order to describe and verify the most common resources used in the creation of Harry Potter fanfictions in Brazil, this study presents the movement of consumers towards a more participative culture in the last two decades, its implications to debates on intellectual property and the impact of technological evolution on the production and circulation of media content. The work also examines the history of fanfiction and the existent mechanisms of reinterpretation of original narratives, as well as the expressive numbers that represent the success of J.K. Rowling's books both as an editorial phenomenon and fandom on the internet. Given the significant production inspired in the Harry Potter series by Brazilian fans, three representative fanfictions are analyzed, in the light of the specific ways the original is rewritten. Alternative universe, focus on secondary characters, slash and timeline expansion, which were found to be the most recurrent procedures in the rewritings, evince partiality for personal creation on the part of authors and readers / Mestre

The aim of this study is to examine the relationship between author, text and user-generated modifications in the context of the computer game Civilization 4. These relationships are studied in part by analyzing how the game mechanics have been modified, and in part through analyzing the communication taking place between players of Civilization 4 in the CivFanatics online forums. The study concludes that fans as creators are increasingly leaning on each other and their self-produced accumulated body of knowledge in the generation of new and further changes to the narrative universe, and that the original creators of the game have all but faded from view. This suggests that fan creativity is not situated against or directed at particular authors (original or otherwise), but a community effort quite independent from original intent.

The aim of this Master’s Thesis is to study readers and authors of Harry Potter fan fiction, in order to answer the question of why they read and write fan fiction about Harry Potter, and which factors determine what kind of fan fiction stories they read. The empirical material consists of three qualitative interviews with fan fiction readers and authors, and a textual analysis of four internet forums for discussions about Harry Potter and fan fiction. The theoretical background is based on reception theory and reader-response criticism. The results show, that commitment to, and interest in, the source material is an important reason as to why the participants of the study read and write Harry Potter fan fiction. At the same time, most participants also feel frustration and dissatisfaction with the source material. Also, the results show that fan fiction can be a way of practising writing skills. Reading and writing fan fiction also attracts because it is fun, and because it gives an opportunity to explore how other Harry Potter fans have interpreted the source material. There are many factors that determine which stories the participants choose to read. Characters, and how they are paired with each other, play a vital role, as well as genre, rating, plot and the author’s language and writing style. Many participants read popular stories, and have favourite authors. Personal interpretation of the source material is a very important factor, since it will determine what a participant likes and is willing to accept in fan fiction. / Uppsatsnivå: D

abstract: The purpose of this study is to explore the literacy practices members of an online fan community engage in to participate in the space and to question what learning happens through that participation. This dissertation is the product of a two-year virtual ethnographic study of The Sims Writers' Hangout (SWH), a discussion forum website established by fans of The Sims to support members' interests in creating and sharing Sims fan fiction. Affinity space theory informs an understanding of SWH's organization, and a definition of literacies as situated, social practices also frames the study. Data were collected following a discourse-centered online ethnographic approach, which guided systematic observation and interactions with eight key informants. The data corpus includes hundreds of pages of discussion forum posts, member profiles, moderator-created norming texts, numerous digital, multimodal Sims fan fiction texts, virtual interview responses from informants, field notes, and additional virtual artifacts, such as informants' websites and Flickr® photostreams. Study results are presented within three separate manuscripts prepared for publication and presentation, each exploring different lines of inquiry related to SWH. Chapter 3 focuses on tensions visible in the forum discussions to argue for an expansion of affinity space theory that accounts for the “hanging out” members do in the space. Chapter 4 analyzes one informant's literacy practices using a Design perspective. This analysis reveals the collaborative nature of Sims fan fiction literacies. The final manuscript (Chapter 5) offers an analysis of SWH pedagogy using Bernstein's pedagogic device concept. Data illustrate how pedagogic discourse in this online, informal learning space aligns with and challenges Bernstein's theory. Finally, Chapter 6 offers conclusions about how these three analyses expand our understanding of adolescent literacies and 21st century learning. This chapter also contains implications for theory and practice, recommendations for future research, and reflections on lessons learned. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011

The aim of this study is to examine knowledge processes in online spaces. It focuses on threeparticular cases: the Bonfireside Chat podcast, the community around the computer game Europa Universalis 4, and the Supernatural fandom. By applying the frameworks of Wenger’s (1998) communities of practice and Hall’s (1980) modes of reading, it examines how these spaces and their communities engage with their respective media artifacts. It concludes thatthese processes display high levels of complexity and literacy, and that a deeper understanding of such processes is useful in developing future educational efforts, online as well as offline.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In ancient Greece, some authors used the mythological universe to produce their plays, thus creating a new story, or another version of the same story. This practice is very similar to what happens in fanfiction, or fanfic, a story written by a fan, involving the scenarios, characters and plots previously developed in the original. Based on this textual genre, this work presents a proposal of a pedagogical intervention for students of the 9th grade of Elementary School in a State public school in Aracaju-SE. In general terms, the methodology involves workshops aimed at reading, critical understanding and elaboration of fanfictions. The proposal is supported by the methodological concepts proposed by Roxane Rojo, which deals with the promotion by the school of teaching proposals that involve the cultural and semiotic multiplicity of society. Among the theoretical contributions that underlie the discussions are the approaches of Bakhtin's circle about the dialogical analyzes of the discourse, of Michel Foucault and Roland Barthes, which deal with the concept of authorship. The contributions of Maurizio Gnerre, who discusses the relations between writing and power, by Donna Haraway, on the relations between organism and machine, and Humberto Maturana, about technology and human living, were also used. The contributions of Maria da Glória Bordini and Vera Teixeira Aguiar were used for the didactic sequence, main point to the application of the proposal, which discusses the Receptive Method of reading, which encourages students to produce texts effectively and expand these preferences with the presentation of new readings to students. Student participation in fanfic production workshops was instrumental in their perception of reading and text production, as well as stimulating work in a collaborative way. / Na Grécia antiga, alguns autores usavam o universo mitológico para produzir suas peças, criando, assim, uma nova história, ou ainda, outra versão da mesma história. Essa prática é muito parecida com o que acontece na fanfiction, ou fanfic, história escrita por um fã, envolvendo os cenários, personagens e tramas previamente desenvolvidos no original. Baseado nesse gênero textual, este trabalho apresenta uma proposta de intervenção pedagógica destinada a alunos do 9º ano do Ensino Fundamental de uma escola pública da rede estadual em Aracaju-SE. Em termos gerais, a metodologia envolve oficinas que visam à leitura, à compreensão crítica e à elaboração de fanfictions. A proposta está respaldada nos conceitos metodológicos propostos por Roxane Rojo, que trata do fomento, por parte da escola, de propostas de ensino que envolvam a multiplicidade cultural e semiótica da sociedade. Entre os aportes teóricos que fundamentam as discussões estão as abordagens do círculo de Bakhtin acerca das análises dialógicas do discurso, de Michel Foucault e Roland Barthes, que tratam do conceito de autoria. Foram também utilizadas as contribuições de Maurizio Gnerre, que discute as relações entre escrita e poder, de Donna Haraway, sobre as relações entre organismo e máquina, e de Humberto Maturana, entre tecnologia e viver humano. Para a sequência didática, central na aplicação da proposta, foram utilizados os aportes de Maria da Glória Bordini e Vera Teixeira Aguiar, que discorrem sobre o Método Recepcional de leitura, que incentiva os alunos à produção efetiva de textos e a ampliação dessas preferências com a apresentação de novas leituras aos alunos. A participação dos estudantes nas oficinas de produção de fanfics revelou-se instrumental na percepção destes acerca da leitura e produção de texto, além de estimular o trabalho de forma colaborativa. / Itabaiana, SE

This paper takes a look at the phenomenon slash fan fiction. Slash is a genre which often focuses on romantic and sexual relationships between same-sex characters, most of whom are men. It is not unusual that these characters are not homosexual in their original stories. The objective of this paper is to study why some women read and write slash fan fiction, with the focus on slash as a source of pleasure and as a source of identification. While the methodology employed is empirical, the theoretical framework consists of Henry Jenkins and Shoshanna Green as the main researchers on fandom and slash, and queer theory with Judith Butler as the main source. This is a rather small study, consisting of interviews with only four women. The findings suggest that the participants at times do identify with the different characters in slash stories, however they do more frequently take pleasure in just being a bystander and being able to experiment with the gender stereotypes regarding men.