Teaching fan fiction: Affect and analysis
DOI:
https://doi.org/10.3983/twc.2021.2087Keywords:
Acafandom, Identity, Pedagogy, PositionalityAbstract
We reflect on the design and first iteration of an asynchronous online university English course focused on fan fiction, with a particular focus on the anticipated challenges of negotiating affect and analysis in the classroom and the structure of the course.
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