The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
Access and Affiliation: The Literacy and Composition Practices of English-Language Learners in an Online Fanfiction Community
Abstract
Online fanfiction communities provide adolescent English-language learners (ELLs) with a forum for engaging in an array of sophisticated literacy practices. This article draws on constructs from literacy studies and second-language acquisition as conceptual bases for exploring the writing, reviewing, and social practices in an online fanfiction community. Analyses focus on how the networked structure of such sites facilitates English-language learning and promotes writing by providing ELLs with access to a broad audience of readers and multiple community writing resources. By highlighting the social and interactive nature of writing in this space, connections among language, literacy, and identity are emphasized. In conclusion, the author explores some of the possibilities that networked computer environments offer for developing authentic, interactive writing activities in the classroom.
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Cites
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Metadata
- Authors
- Black, R. W.
- Venue
- Journal of Adolescent & Adult Literacy
- Publisher
- Wiley
- Published
- 2005-10
- Volume
- 49
- Issue
- 2
- Pages
- 118-128
- ISSN
- 1081-3004 (ISSN-L)
- OpenAlex
- W2013872959
- Cited by
- 372
- References
- 29
- FWCI
- 250.30
- Type
- journal article
- Language
- en
- Open access
- closed
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- Black, R. W. (2005). Access and Affiliation: The Literacy and Composition Practices of English-Language Learners in an Online Fanfiction Community. Journal of Adolescent & Adult Literacy. https://doi.org/10.1598/jaal.49.2.4
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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