Fan fiction comments and their relationship to classroom learning
Bibliographic Data
| ID | 21836776 |
|---|---|
| Authors | Lorna Rouse (0000-0002-7237-5173, University of Central Florida, corresponding author), Lauren Rouse |
| Year | 2021 |
| Volume | 35 |
| Publication date | 2021-03-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Transformative Works and Cultures (JOURNAL) |
| Journal identifiers | ISSN: 1941-2258 • E-ISSN: 1941-2258 |
| Publisher | Transformative Works and Cultures (PUBLISHER) |
| DOI | 10.3983/twc.2021.1911 |
| OpenAlex | W3136291176 |
| Language | EN |
| Citations received | 4 |
Reader comments appended to online fan fiction stories provide benefits as close reading and critical analysis tools. Fan fiction provides a space where fans can develop literary analysis skills and literacy through their interactions in comments. This multimethod study combined the interview of a fan author with various digital humanities methods to closely study the value of comments. A web scraping tool was used to collect comments, and documentary, textual, and terminological analyses were performed alongside topic modeling to assess the frequency of words associated with learning. The co-occurrence of certain words was studied to understand the assessments and analyses that readers were performing in their comments. The study found that fan fiction readers apply strategies of literary analysis to their pleasure reading
Art · Linguistics · Literature · Pleasure · Visual arts · Computer Science · Digital Games and Media · Digital Storytelling and Education · Philosophy · Psychology · Wikis in Education and Collaboration
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |