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ERIC Number: EJ1023857
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1743-9884
Fangirls as Teachers: Examining Pedagogic Discourse in an Online Fan Site
Lammers, Jayne C.
Learning, Media and Technology, v38 n4 p368-386 2013
Videogames, such as "The Sims," are a digital media passion drawing adolescents to online spaces where they create and share content. This article explores how discourses and expectations are taught in one online, videogame-related fan site of adolescents who read and write "Sims" fan fiction. Using Bernstein's pedagogic discourse theory, data from a 2-year virtual ethnography are analyzed to study pedagogic interactions between moderators and members within "The Sims Writers' Hangout," an online discussion forum. Findings point to the dominance of regulative discourse and how discourses relocated from other media sites serve as pedagogic discourse in this informal digital literacy learning space. This article contributes to our understanding of digital literacy and learning in online environments by focusing on the pedagogy used to teach expectations. The analysis also points to the utility of Bernstein's theory for studying informal online learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A