Digital Literacies of the Cybergirl

Thomas, Angela

doi:10.2304/elea.2004.1.3.3

Cited by 21 publications

(23 citation statements)

References 12 publications

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“…Secondly, in our modern, information-oriented society using 'our' takes much for granted about the reader, computer-mediated communication (CMC) and the Internet provide new opportunities for using Discourse and text to discursively construct and enact achieved identities in online environments (Gee, 2004;Thomas, 2004). In this spirit, researchers have started to explore how immigrants across the globe are using online spaces to aid in the formulation and/or continuation of their various ethnic identities and affiliations across geographic borders.…”

Section: Identity and Discoursementioning

confidence: 99%

Language, Culture, and Identity in Online Fanfiction

Black

2006

E-Learning and Digital Media

202

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This article draws on constructs in second-language acquisition, literacy, cultural, and media studies as theoretical bases for examining how networked technologies and fan culture provide a young English language learner (ELL) with a site for developing her English language and writing skills. During this process, she also develops an online identity as a popular, multiliterate writer. To understand how this happens, the notion of identity is explored as a fluid construct that shifts over time with this ELL's long-term participation in a fan community. Popular and fan culture are also examined as points of affiliation and as dialogic resources that she appropriates, both in her writing and in her interactions with other fans. In so doing, the article demonstrates how popular culture and technology converge to provide a context in which this adolescent ELL is able to develop a powerful, transcultural identity, discursively constructed through the different cultural perspectives and literacies that she and other fans from across the globe bring to this space.

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Section: Identity and Discoursementioning

confidence: 99%

Language, Culture, and Identity in Online Fanfiction

Black

2006

E-Learning and Digital Media

202

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“…From this defi nition, avatars might be conceived of as hyperbolic representations (Butler 2005) of subjectivity where idealized bodies should be anticipated. Thomas (2007) suggests that the close and selective editing involved in creating an avatar is literally rewritt en or traced over by desire, not to mention its being deliberately posed or performed as a statement of identity. For Thomas, children and youth are more likely to exaggerate their identity in avatars through gender performance rather than engaging in what Turkle (2005) refers to as the kind of gender-swapping that is commonly reported with adult experiments online.…”

Section: Creating a Weemeementioning

confidence: 99%

Girlhood and the Politics of Place

Mitchell¹,

Rentschler²

2016

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All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system now known or to be invented, without written permission of the publisher. Library of Congress Cataloging-in-Publication DataGirlhood and the politics of place / edited by Claudia Mitchell and Carrie Rentschler.pages cm Includes bibliographical references. ISBN 978-0-85745-602-1 (hardback) -ISBN 978-1-78533-017-9 (paperback) -ISBN 978-0-85745-647-2 (ebook) 1. Girls. 2. Girls-Social conditions. I. Mitchell, Claudia, editor. II. Rentschler, Carrie A., 1971-editor. HQ798.G52555 2016 2015026967 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British LibraryThis work is published subject to a Creative Commons Attribution Noncommercial No Derivatives 4.0 International license. The terms of the licence can be found at https://creativecommons.org/licenses/by-nc-nd/4.0/.For permission to publish commercial versions please contact Berghahn Books. Á AcknowledgementsAs the editors of Girlhood and the Politics of Place , we have many people to thank, starting with the contributors themselves. Their keen interest in researching and writing about girlhood, and their commitment to prompt submission and revision of their respective chapters contributed to a smooth process. Reviewing is a critical part of publishing, and we therefore also thank the reviewers for their time and energy in engaging with the work of the authors and for off ering such constructive comments so generously.There are a number of people who deserve special mention. Caili Woodyard, Wilson Blakley, and Samantha Thrift of the Institute for Gender, Sexuality, and Feminist Studies at McGill University did incredible amounts of behind-the-scenes support work and organizing to staff the symposia and workshop on "Girlhood Studies and the Politics of Place," out of which many of the contributions were produced. Four key people provided editorial assistance and project oversight as we produced the book: Haidee Lefebvre, Lukas Labacher and Michelle Harazny of the Participatory Cultures Lab in the Faculty of Education, along with Emily Raine. Then Ann Smith brought it all together, and the book has been greatly enhanced by her contribution.Finally, we are grateful to the Social Sciences and Humanities Research Council of Canada for their fi nancial support of the editing and production of this book through the Connections Program, Media@ McGill, and the Dean of Arts Development Fund at McGill University, and for funds available to both the James McGill Professor in Integrated Studies in Education, and the William Dawson Scholar of Feminist Media Studies. We would also like to thank our publisher, Berghahn Books, for being willing to take on this book project in the fi rst place. Claudia Mitchell and Carrie Rentschler Á INTRODUCTION T...

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“…The notion of reader interactivity and control is one that Thomas [38,39,40] has emphasised as a critical affordance of digital texts. In thinking about the nature of interactivity, Thomas proposes that interaction requires the reader to act upon the text in some way in order to access it, drawing from Aarseth's early work [1] on ergodics, in which he proposed a difference between acting passively with a text, and doing something to activate a text.…”

Section: Theory and Approachmentioning

confidence: 99%

iFiction: Mobile technology, new media, Mixed Reality and literary creativity in English teaching

Chinthammit

Thomas

2012

2012 IEEE International Symposium on Mixed and Augmented Reality - Arts, Media, and Humanities (ISMAR-AMH)

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iFiction is a location-based mobile application using Mixed Reality and multimedia technologies designed to enhance and transform children's interactive, participatory and innovative experiences with English literature. With this app, children author their own interactive reversionings of literary texts using a range of traditional multimedia technologies (such as text, audio, photo, video) as well as Mixed Reality (MR) technologies and then manipulate these media into a MR layering of the story that can be placed within a particular context of space and time, blending virtual and actual reality. iFiction uses theories of multimodal authoring and principles drawn from alternate reality gaming to create a unique context for children to learn to be sophisticated content creators, and to engage in critical and reflective cultural practice. We will report preliminary findings from our pilot project with school children as an indicative proof of concept of iFiction.

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Digital Literacies of the Cybergirl

Cited by 21 publications

References 12 publications

Language, Culture, and Identity in Online Fanfiction

Language, Culture, and Identity in Online Fanfiction

Girlhood and the Politics of Place

iFiction: Mobile technology, new media, Mixed Reality and literary creativity in English teaching

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