Apologies for cross-posting
*Special issue of Transformative Works and Cultures: Fan Studies Pedagogies
The expansion of fan studies as an academic field, and the growing
visibility of fandom and fan activities in popular culture, have led to
more instructors using fannish activities and engagement in the classroom,
and teaching fan studies as a disciplinary focus. Teaching fandom and fan
studies means drawing from a multidisciplinary spectrum of methodologies
and foci. Yet, as fan studies itself is often a “moving target” --
refusing, in many instances, of becoming “disciplined” enough to match
traditional academic units -- it becomes imperative to discuss the various
contributions, methodologies, ethics, and lacunae of the field in a
classroom setting. The specific pedagogical needs of the fan studies
classroom require sustained interrogation because of the changing field of
fan studies itself.
This special issue seeks submissions that specifically address the
pedagogical methods, styles, contributions, and concerns of the fan studies
course, classroom, and online space(s). We are particularly interested in
pedagogical methods drawn from fan studies, fan studies’ application to the
academic environment, engagement with students’ fannish affect for
pedagogical purposes, and explorations of how fan studies itself is taught.
We also seek papers that directly address the epistemological and ethical
stakes of operationalizing fans’ approaches to their media texts for use in
academic contexts, and best practices for securing permissions for student
contact with fan texts themselves. In addition, we seek pieces that explore
how teaching fandom/fan studies engages (or doesn’t) the demands of the
university institution itself.
We also welcome shorter pieces focused on particular projects/pedagogies
that have worked in the classroom, hybrid, or online setting, or particular
assignments with specific ties to fan studies methodologies. We seek to
develop the Symposium section as a useable set of lesson plans, assessment
techniques, and methodological interventions with immediate pedagogical
application. Hybrid approaches, detailing the stakes and theory behind a
particular lesson, or describing the implementation of a fannish technique,
would also be welcome here.
Potential topics include but are not limited to:
- Student or Instructor fan engagement
- Fan studies methodologies in the classroom
- Fandom itself as pedagogical method
- Administrative reaction to fan studies pedagogies
- Global fan studies in the classroom
- LMS (learning management systems) and their roles in the fan
- Teaching fandom versus teaching fan studies
- Engaging with race and fan studies in the classroom
- Student demographic changes and fan studies
- Corporate engagement with/cooptation of fandom as pedagogical
- Fandom as model for the academic system
- The hybrid course as relational mode in fan studies classrooms
- The ethics of assessing affective engagement
- Methods of assessing the creative fan studies project
- Collective assignments and the expression of fannish ethics
- Leveraging students’ existing fan-expertise throughout a course
Transformative Works and Cultures (TWC,
http://journal.transformativeworks.org/) is an international peer-reviewed
online Gold Open Access publication of the nonprofit Organization for
Transformative Works copyrighted under a Creative Commons License. TWC aims
to provide a publishing outlet that welcomes fan-related topics and to
promote dialogue between the academic community and the fan community. TWC
accommodates academic articles of varying scope as well as other forms that
embrace the technical possibilities of the Web and test the limits of the
genre of academic writing.
Theory: Conceptual essays. Peer review, 6,000–8,000 words.
Praxis: Case study essays. Peer review, 5,000–7,000 words.
Symposium: Short commentary. Editorial review, 1,500–2,500 words.
Please visit TWC's Web site (http://journal.transformativeworks.org/) for
complete submission guidelines, or e-mail the TWC Editor (editor AT
Contact—Contact guest editors Paul Booth and Regina Yung Lee with
submissions, questions or inquiries at [log in to unmask]
Due date—January 1, 2020, for estimated March 15, 2021 publication.
Paul Booth, PhD
Pronouns: he, him, his
Associate Professor of Media and Cinema Studies/Communication Technology
College of Communication
14 E. Jackson
Chicago, IL 60604
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