Amateur Creativity: Contemporary Literature and the Digital Publishing Scene

Vadde, Aarthi

doi:10.1353/nlh.2017.0001

Cited by 38 publications

(19 citation statements)

References 32 publications

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“…First of all, the Internet, and especially the "post-press" phenomena of fanfiction and self-publishing have given rise to a massive resurgence of amateur and fan cultures, and to what Robert Stebbins has called "serious leisure" (the systematic pursuits of amateurs, which require skill, knowledge, and experience, as well as sincerity, dedication, and seriousness, see Stebbins 2015), for which Aarthi Vadde coined the term "mass amateurization" (Vadde 2017, p. 27). These new amateur literary cultures are characterized by a blurring of the boundary of reader and writer, by a strong sense of community, and by a complicated relation of complicity and resistance vis-à-vis the commercial aspect of Internet and the gift economy of social media platforms (Jenkins 2007;Vadde 2017). In her summary of fanfiction studies, in between media studies and narratology, Bronwen Thomas points to an interesting feature from the perspective of literary advice, i.e., its processual nature.…”

Section: Advice In the Digital Literary Spherementioning

confidence: 99%

“…According to McGurl, the "Age of Amazon" and self-publishing is "an age of genre fiction," especially romance and science fiction (McGurl 2016, p. 460) as well as of serial and shorter forms (Levey 2016). Although the symbolic capital of self-publishing is still limited (Waldfogel 2018, p. 136), several success stories-for instance E. L. James or Andy Weir-have contributed to making self-publishing an important breeding ground for fiction, not just in the eyes of aspiring, but also established authors (most famously Margaret Atwood), publishers, and literary scholars (McGurl 2016;Vadde 2017). The complex relation of selfpublishing and fanfiction to both commercialization and community, and their predilection for rule-based genres that are nonetheless subversive, have raised comparisons not only to the late nineteenth century and the pulp fiction era, but also to the paperback-pulp revolution of the 1960s (Levey 2016, n.p.…”

Section: Advice In the Digital Literary Spherementioning

confidence: 99%

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Introduction: Literary Advice from Quill to Keyboard

Masschelein

2020

New Directions in Book History

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This chapter presents a brief history of the dominant, Anglo-American literary advice tradition from the nineteenth century to the present as well as a state of the art of the existing scholarship on literary advice. We focus on several key moments for literary advice in the USA and in the UK: Edgar Allan Poe’s “Philosophy of Composition” (1846), the debate between Sir Walter Besant and Henry James surrounding “The Art of Fiction” (1884), the era of the handbook (1880s–1930s), the “program era” (McGurl 2009) and postwar literary advice, the rise of the “advice author” in the 1980s and 1990s, and finally advice in the “digital literary sphere” (Murray 2018). The overview captures both the remarkable consistency and the transformations of advice, against the background of changes in the literary system, the rise of creative writing, changes in the publishing world, and the rise of the Internet and self-publishing. It highlights the role of some specific actors in the literary advice industry, such as moguls, women, and gurus, and draws attention to a number of subgenres (genre handbooks, self-help literary advice, and the writing memoir), as well as to counter-reactions and resistance to advice in literary works and in avant-garde manuals. Advice is regarded both in the context of the professionalization of authorship in a literary culture shaped by cultural and creative industries, and of the exponential increase of amateur creativity.

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Section: Advice In the Digital Literary Spherementioning

confidence: 99%

Section: Advice In the Digital Literary Spherementioning

confidence: 99%

Introduction: Literary Advice from Quill to Keyboard

Masschelein

2020

New Directions in Book History

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“…Nas seções a seguir, com o apoio em Vadde (2017), advogamos a inserção da instapoesia em aulas de LI, tratando-a como um gênero situado no espaço digital. Depois, com apoio em Jordão (2010; 2013), Menezes de Souza (2011) e Luke (2012), trazemos à tona a nossa compreensão do ensino de inglês como instância para a construção da autoria cidadã.…”

Section: Elementos Iniciaisunclassified

Instapoesia: Literatura em meio digital no ensino e aprendizagem de inglês

2019

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Neste artigo, abordamos o papel das literaturas em língua inglesa no ensino de inglês na escola regular e, adotando viés sociocultural, buscamos deslocar a educação linguística da visão tradicionalmente centralizada em aspectos estruturais. Para tanto, por meio de um estudo propositivo, sugerimos o trabalho com a instapoesia, um gênero multimodal, desenvolvido no âmbito da ciberliteratura. Apropriamo-nos dessas narrativas literárias, que caracterizam práticas sociais contextualizadas no âmbito digital, para realocá-las em sala de aula, de modo a ampliar discussões atuais e situadas acerca de língua(gens) e de culturas de língua inglesa. Acatando a perspectiva dos letramentos críticos, nosso estudo favorece uma abordagem de ensino e aprendizagem pluralista. Assim, com o apoio da etnografia digital para a busca de textos no ciberespaço, selecionamos e capturamos telas em que se divulgam produções da poeta indiana Rupi Kaur, publicadas entre agosto e setembro de 2018. Adicionalmente, nossa proposta sugere que os textos escolhidos também nos permitem discutir o caráter narrativo da construção da diferença, propiciando aos estudantes de inglês a reflexão sobre representações femininas e seus espaços sociais.

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“…Most recently, scholarship has explored the use of Instagram for multimodal authorship in general terms (e.g. Johnson, ; Vadde, ); however, this is the first study of Instapoetry.…”

Section: Introductionmentioning

confidence: 99%

#poetryisnotdead: understanding Instagram poetry within a transliteracies framework

Kovalik

Curwood

2019

Literacy

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Adolescents are more connected to the globalised world than ever before, with an increased prevalence of social media use amongst youth. Young people are composing multimodal creative works, including digital poetry, to share with an online audience, using platforms such as Instagram. Drawing on transliteracies theory, this case study found that three main themes appeared regarding the nature of literacy practices on Instagram. Community and interactivity were important to poets, especially in regard to feedback. The platform and complementary apps, especially those used for photo editing, afforded poets agency and fostered multimodality when composing, thus highlighting the changing nature of digitised writing practices. Value was placed on the mobility and accessibility of Instagram as a mobile app, for composing and consuming digital poetry. Young people may therefore be considered innovators of multimodal writing who employ ever‐evolving technologies to engage in authentic literacy practices in digital spaces. As a result, this study suggests that the implications of Instapoetry on English pedagogy include the increased exposure and relevance of poetry writing and appreciation, a space for student‐centred writing, reading, and analysis of poems, as well as a relevant method of peer review and collaboration.

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Amateur Creativity: Contemporary Literature and the Digital Publishing Scene

Cited by 38 publications

References 32 publications

Introduction: Literary Advice from Quill to Keyboard

Introduction: Literary Advice from Quill to Keyboard

Instapoesia: Literatura em meio digital no ensino e aprendizagem de inglês

#poetryisnotdead: understanding Instagram poetry within a transliteracies framework

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