Teaching fan fiction: Affect and analysis

Authors

  • Kathryn Conrad University of Kansas
  • Jamie Hawley

DOI:

https://doi.org/10.3983/twc.2021.2087

Keywords:

Acafandom, Identity, Pedagogy, Positionality

Abstract

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.

Downloads

Additional Files

Published

2021-03-15

Issue

Vol. 35 (2021): Fan Studies Pedagogies

Section

Symposium

License

TWC Nos. 25 onward are licensed under a Creative Commons Attribution 4.0 International License (CC by 4.0). For an explanation of the journal's reasoning, see the TWC editorial Copyright and Open Access. TWC Nos. 1 through 24 are licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported (CC BY-NC 3.0) license, with TWC, not the author, retaining copyright.

Presses whose policies require written permission for reproduction should contact the TWC Editor; such permission is routinely given for no fee.