Flows of Literacy across Corporate and User-Produced Virtual Worlds

Black, Rebecca W.; Alexánder, Jonathan; Korobkova, Ksenia A.

doi:10.1177/016146811711901201

Cited by 4 publications

(9 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…I quickly saw that Nicole and Marie's approach to writing their novel was fluid and joyfulbraiding together many of the literacy practices of fan fiction (Black, 2008), gaming and role-playing (Abrams and Laymer, 2017;Gee and Gee, 2017), Anime arts (Chandler-Olcott and Mahar, 2003) and transmedia play (Siegel, 1995(Siegel, , 2006. My follow up interview questions focused on their collaborative practices, such as, how and when they composed together, and how and why they combined these various literacy practices and "transmedia ecologies" (Black et al, 2017) in their process of world building. In short, I asked Nicole and Marie for a retrospective account of their novel writing practices, guided by the question: What might this multimodal, collaborative novel have to teach us about composing?…”

Section: Methodology and Project Contextmentioning

confidence: 99%

“…The concept of "transmedia ecologies" captures the "rich and fluid practices with literacy and media flows between and across platforms, spaces, and mediums" that make up story worlds (Black et al, 2017). Popular, corporate transmedia such the Sailor Moon franchise, based on a Japanese sh ojo or young women's manga series converge across various media including a TV series, short and feature films, video and table top games, musicals, etc.…”

Section: Meaningful Learning In Mediated Spacesmentioning

confidence: 99%

“…These story worlds, unlike much composing in traditional classrooms, are elastic and "spreadable" (Jenkins et al, 2013) and can be exploited and manipulated by users for their own purposesplay, social good, etc. (Black et al, 2017).…”

Section: Meaningful Learning In Mediated Spacesmentioning

confidence: 99%

“…Parts of the story, including this story line, are clearly borrowed from the popular manga series Witchblade and inserted into their novel. Thus, the Anime drawings of Sayume and Riko are multimodal "paratexts" for Witchblade and also for their untitled novel (Black et al, 2017). The untitled novel, because of its borrowing from Witchblade, is its own kind of paratext, a collaboratively written, dialogic sort of fan fiction.…”

Section: Composing As Playmentioning

confidence: 99%

“…, 2013) and can be exploited and manipulated by users for their own purposes – play, social good, etc. (Black et al. , 2017).…”

Section: Meaningful Learning In Mediated Spacesmentioning

confidence: 99%

See 4 more Smart Citations

Composing as play: a vision for collaborative, multimodal authorship

DeJaynes

2022

IJILT

View full text Add to dashboard Cite

PurposeThe following article examines the playful composing practices of two youth who built on their backgrounds as fan fiction writers, role-players, visual artists and gamers to co-author a multimodal novel across mediated spaces for composing throughout their high school careers.Design/methodology/approachThe study draws on “connected ethnography” and qualitative practitioner inquiry to examine the playful composing practices of two urban youth.FindingsThe study demonstrates the playful, multimodal composing practices of youth – for learning, affiliation and leisure. Participants’ creative use of digital media reveals robust and productive composing practices that rely on collaboration; extensive multimodal experimentation (e.g. transmediation, the creation of paratexts and worldbuilding); and shared and individual expertise and socialization in various media communities (e.g. gaming and fan fiction).Research limitations/implicationsThe study is limited by its small scope.Practical implicationsParticipants’ leisure writing activities offer important insights into multimodal play, composing, collaboration and co-authorship.Social implicationsSchools have been slow to take up the multimodal and collaborative approaches to writing. The article offers implications for reimagining writing and the teaching of writing through creativity, play and collaboration.Originality/valueThe author argues that collaborative, multimodal authorship offers a social outlet, peer connection, and creative possibilities for writing development both in face-to-face and fully digital learning environments, something especially important to consider amid the unexpected surge of online learning due to COVID-19.

show abstract