Playful Multiliteracies: Fan-Based Literacies' Role in English Language Arts Pedagogy

Autor/inn/en	Lammers, Jayne C.; Magnifico, Alecia M.; Wang, Anlun
Titel	Playful Multiliteracies: Fan-Based Literacies' Role in English Language Arts Pedagogy
Quelle	In: Journal of Adolescent & Adult Literacy, 66 (2022) 2, S.80-90 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lammers, Jayne C.) ORCID (Magnifico, Alecia M.) ORCID (Wang, Anlun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1253
Schlagwörter	Multiple Literacies; Language Arts; English Instruction; Standards; Fiction; Literary Genres; Creative Writing; Case Studies; English Curriculum; Secondary School Teachers; English Teachers; Teacher Attitudes; Scaffolding (Teaching Technique); Reading Processes; Play; Popular Culture; Learner Engagement; Teaching Methods + Suchen Sie Ihr Suchwort? Sprachkultur; English langauage lessons; Englischunterricht; Standard; Fiktion; Literarische Form; Kreatives Schreiben; Case study; Fallstudie; Case Study; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Leseprozess; Spiel; Popkultur; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Standards and their corresponding assessments have continued to narrow English language arts (ELA) curricula, pushing more playful, creative composition to the margins or to out-of-school pursuits. Simultaneously, students enjoy writing creatively in many extracurricular spaces and activities, like fanfiction. Building from research showing that fan-based literacies align with ELA curriculum, this collective case study explores how three secondary ELA teachers incorporated their professional learning about fandoms into their classrooms. Framed in multiliteracies and theories of play, qualitative data generated through interviews, surveys, and artifact collection were iteratively analyzed to establish themes that illuminate how these teachers valued fan-based literacies within their curricula. Findings reveal teacher perspectives about fanfiction's role in fostering analytic reading of texts, cultivating creative responses to literature, scaffolding essay writing about real questions, and engaging students in the work of ELA. An argument for centering playful reading and writing in classrooms is presented. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01