Confessions of an Aca/Fan: How Fan Fiction Can Teach Us a New Way to Read Moby... - The Diigo Meta page

• 02 Feb 13
  

  Beniamina Cassetta

  How fan fiction can teach us a new way to read moby dick
  

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• 29 Sep 11
  

  lurking worm

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• 15 Jun 10
  

  Mary Kirby-Diaz

  Part 2: http://henryjenkins.org/2008/08/how_fan_fiction_can_teach_us_a_1.html

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• 13 Oct 08
  

  Katy Hart

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• 07 Sep 08
  

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• 20 Aug 08
  

  Heather MacFadyen

  reading fanfic jenkins

• 19 Aug 08
  

  Jeremy Price

  literacies media education

  • Another one chose Elijah, the prophet, and the awful dilemma of being able to see the future and no one believing or understanding what you're trying to tell them. "I'm going to warn you about this, but if don't heed my warning this is what's going to happen," and the awful dilemma that you face. His story was about 9/11. "I'm trying to tell you this is going to happen," and then nobody listened, and how awful he felt that he knew and couldn't stop it.

  • If there is a shared agenda within the diversity and fragmentation that has often characterizes the American media literacy movement, it has come through a focus on five core questions students and teachers have been taught to apply to a range of texts:

      
    
     
    • 1. Who created this message?
    
     
    • 2. What creative techniques are used to attract my attention?
    
     
    • 3. How might different people understand this message differently from me?
    
     
    • 4. What lifestyles, values, and points of view are represented in, or omitted from, this message?
    
     
    • 5. Why is this message being sent?
  • What's not in the text is seen here as consciously or unconsciously excluded; often there's a hint that certain ideas or perspectives are being silenced, marginalized, or repressed. This formulation sets the reader in ideological opposition to the text while maintaining a clear separation between producers and consumers. This understanding reflects a moment when the power of mass media was extensive and the average consumer had no real way to respond to the media's agenda except through critical analysis. In a participatory culture, however, any given work represents a provocation for further creative responses. When we read a blog or a post on a forum, when we watch a video on YouTube, the possibility exists for us to respond -- either critically or creatively. We can write a fierce rebuttal of an argument with which we disagree or we can create a new work which better reflects our point of view.
  • Schools have historically taught students how to read with the goal of producing a critical response; we want to encourage you to also consider how to teach students how to engage creatively with texts. Under this model, we should still be concerned with what's not in the text; the difference is in what we do about it.

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