Reconsidering Literary Reading Through Fan Fiction Writing in a High School English Classroom

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Being Seen and Constructing Possibilities: Analyzing Children’s and Young Adult Literature (Table 3)

Abstract

This paper analyzes two fan fiction writing experiences across three high school English classrooms to propose an expanded understanding of what constitutes literary reading in these settings. Using frames drawn from sociocultural understandings of literary reading and narrative analytic techniques this paper investigates the myriad “texts” students read in their fan fictional writing, which included pop cultural texts, societal texts and local social texts, in addition to the official literary texts they read in their classroom. This study suggests we broaden our definition of literary reading beyond intra-textual comprehension to make space for these laminated layers and develop literary pedagogy that supports this meaningful work.

Author

• Beth Krone, Kennesaw State University