Multiliteracies and participatory learning in English language learner's fanfiction writing

Abstract

Based on the data from a two-year-long virtual ethnographic study,this article examines literate and social practices of a female adolescent English language learner (ELL) who is participating in a Korean popular culture (K-Pop) online fan site called Soompi.com. Drawing upon the concepts of ‘affinity space’ (Gee, 2004) and ‘participatory culture’ (Jenkins, Clinton, Purushotma, Robison, & Weigel, 2006), this article describes (1) how she participates and engages in multiple literacy practices in the site; (2) what resources she draws on for literacy development and content creations; and (3) what kinds of social relationships and identities she constructs in the site. Analysis reveals that she is able to access to distributed knowledge through peer-to-peer learning and teaching, and collaborative support, which help her develop not only language and composition related metacognitive skills, but also, positive social identities as a valued member of the site. Based on the aspects of the youth’s digital literacy practices, this study suggests some ways that language and literacy teachers can use to better meet ELLs' needs and to make their classrooms motivating and interactive learning communities.