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Ashley Hennefer, M.A. Candidate, Literacy Studies

This document provides an overview of fanfiction as a writing genre for teenagers. It defines key terms related to fanfiction and discusses popular online platforms for sharing fanfiction like Tumblr, Fanfiction.net, and Archive of Our Own. The document also outlines benefits of using fanfiction in the classroom, such as allowing students to become active writers and interpreters of media, and provides example fanfiction writing activities for students.

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Kritika Ramchurn
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39 views

Ashley Hennefer, M.A. Candidate, Literacy Studies

This document provides an overview of fanfiction as a writing genre for teenagers. It defines key terms related to fanfiction and discusses popular online platforms for sharing fanfiction like Tumblr, Fanfiction.net, and Archive of Our Own. The document also outlines benefits of using fanfiction in the classroom, such as allowing students to become active writers and interpreters of media, and provides example fanfiction writing activities for students.

Uploaded by

Kritika Ramchurn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Ashley Hennefer, M.A.

candidate, Literacy Studies


READING WRITING
• CCSS.ELA-Literacy.RL.6-12  CCSS.ELA-Literacy.W.9-12
• Key Ideas & Details  Text Types & Purposes
• Craft & Structure  Production & Distribution
• Integration of Knowledge & of Writing
Ideas  Research to Build and
• Range of Reading and Present Knowledge
Level of Text Complexity  Range of Writing
 Understand what fanfiction is, as a writing movement
 Learn new terms pertaining to web-based fanfiction
 See the most popular online outlets for fanfiction
 View many examples of fanfiction produced by teens
around the world
 Apply concepts to projects you can do with your students
(some of which you might already do)
Who are you?
What do you do? (Profession,
hobbies)
Who are your friends? Your
enemies?
How much do you have to change to
be a part of this world?
 Myself—24 years old
 Ravenclaw, Hogwarts alumni
 Hogwarts librarian or
professor—teach Potions or
Ancient Runes
 Would have my cat, Sofie, as my
familiar
 Friends/potential colleagues
with Hermione Granger
 Hobbies would change—
couldn’t play video games or
dabble in electronics
Stories/artwork, created by fans, based on
existing works of original literature

“Fanfiction has been hailed as 'the


democratic genre' (Pugh, 2000), its
proponents celebrated as 'textual
poachers' (Jenkins, 1994) who radically
disrupt but also reinvigorate canonical
texts.” (Thomas, 2007)
“Fanfiction is what literature might look like if it were
reinvented from scratch after a nuclear apocalypse
by a band of brilliant pop-culture junkies trapped in
a sealed bunker. They don't do it for money. That's
not what it's about. The writers write it and put it up
online just for the satisfaction. They're fans, but
they're not silent, couchbound consumers of media.
The culture talks to them, and they talk back to the
culture in its own language.”
50 Shades of Grey - began as a Twilight fanfic
Kirk/Spock – early fanfic communities
Harry Potter and the Methods of Rationality
Highly technology-driven
Global/collaborative
Mixed-media
Can be a part of any fandom
Not divided by age/gender
Very popular with teenagers
Research
Writing
Peer-review
Editing
Interested in archetypes
Concerned/critical of character accuracy
Focus on plot and dialogue
Understanding of audience
“Bad writing” = less readers
 Great for English Language Learners (Black, 2007)
 Commercial texts become models (Jwa, 2012)
 Renews/revamps canonical texts (Thomas, 2007)
 Passive viewers  active writers, interpreters of texts and
media participants (Rust, 2003)
“Buffy [turned] the fans into authors and allow[ed] them to not only
play with any aspect of the show, but also to influence the direction
of the narrative itself.” (Rust, 2003)
 FF/fic - short for “fanfiction”  Ship - a relationship
 Fandom - refers to a specific fan  OTP - “one true pairing”--the
universe. Popular fandoms include Harry relationship a fan supports the most
Potter, Supernatural, Doctor Who, Star
 Slash - refers to a relationship pairing,
Trek, Percy Jackson
sometimes homosexual. Specifically
 AU - alternate universe refers to the “/” between two characters’
names (Harry/Hermione, Kirk/Spock)
 RP/RPG – role-playing game
 Meme - a concept created and shared
 Face claim (FC) - using the appearance rapidly on the internet
of an actor on which to base a character
 Tagging – adding a word/phrase to
 Headcanon - an accepted belief that blog post that helps others find your
may not be in the existing fiction work
Features:
Reblogging
Tagging
Image-centric
Easy to connect with
others who share interests
Features:
Tagging
Long posts
Image-compatible
Highly customizable
 Archive of Our Own (AO3)
Features: Tagging, long posts, ability to leave
author’s notes, post in chapters, emphasis on
text, can rate/review

 Fanfiction.net
Features: Long posts, chapters, tagged by
fandom, tagged by medium
Form is as important as function
Design serves as a motivator
Digital natives are highly visual
Customizing writing space is sacred
http://ashleyhwrites.tumblr.co
m
Have students make collages of images
Create a new character in an existing
universe
Create a new universe for existing characters
Select a “face claim” and create an origin
story
Let students make a mixtape/playlist that
inspires their story
 Fanhand: A Tumblr-based literary journal that reviews fanart
http://fanhand.tumblr.com/
 Using Facebook & Tumblr to engage students
http://chronicle.com/blogs/profhacker/using-facebook-and-tumblr-
to-engage-students/47221
 Classroom Collective Tumblr http://classroomcollective.tumblr.com/
 Symposium Tumblr with examples http://ashleyhwrites.tumblr.com
 Authors on Tumblr: Neil Gaiman, Travis Beacham, John Green—all
active and very popular with their fans
 Alvermann, D. E. (2008). Why bother theorizing adolescents’ online literacies for classroom
practice and research? Journal of Adolescent & Adult Literacy, 52(1), 8–19.
 Battis, J. (2009). Ryan is being beaten: incest, fanfiction and the OC. refractory, 15.
 Black, R. W. (2007). Fanfiction writing and the construction of space. ELearning, 4(4), 384–397.
 Black, R. W. (2006). Language, culture, and identity in online fanfiction. ELearning, 3(2), 170.
 Burns, E., & Webber, C. (2009). When Harry met Bella. Library, 55(8), 26–29.
 Chandler-Olcott, K., & Mahar, D. (2003). Adolescents’ anime-inspired “fanfictions”: an exploration
of multiliteracies. Journal of Adolescent Adult Literacy, 46(7), 556–566.
 Danforth, B. L. (2009). Games and writing. Library Journal, 134(17), 54.
 Lantagne, S. M. (2011). The better angels of our fanfiction: the need for true and logical precedent.
Hastings Communications Entertainment Law Journal CommEnt, 33(2), 159–180.
 Moore, R. C. (2005). All shapes of hunger: teenagers and fanfiction. Voice of Youth Advocates, 28(1),
15–19.
 Rust, L. (2003). Welcome to the house of fun: Buffy fanfiction as a hall of mirrors. Refractory, 2.
 Viires, P. (2002). Literature in cyberspace 1. Folklore Tartu, 29, 153–174.

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