Enchanting Tales and Imagic Stories: The Educational Benefits of Fanart Making

References

• Bettelheim, B. (1976). The uses of enchantment: The meaning and importance of fairytales. New York, NY: Knopf.
   Google Scholar
• Boyd, B. (2010). On the origin of stories: Evolution, cognition, and fiction. Cambridge, MA: Belknap Press of Harvard University Press.
   Google Scholar
• Campbell, J. (1972). The hero with a thousand faces. (2nd ed.). Princeton, NJ: Princeton University Press.
   Google Scholar
• Carrier, D. (2000). The aesthetics of comics. University Park: Pennsylvania State University Press.
   Google Scholar
• Corbin, J. M., & Strauss, A. M. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Egan, K. (1998). The educated mind: How cognitive tools shape our understanding. Chicago, IL: University of Chicago Press.
   Google Scholar
• Eisner, W. (1996). Graphic storytelling. Tamarac, FL: Poorhouse Press.
   Google Scholar
• Irving, E. (2009, September 7). Twilight encourages early reading habits. JackCentral. Retrieved from http://jackcentral.com/opinion/2009/09/twilight-encourages-early-reading-habits
   Google Scholar
• Jenkins, H. (2006). The wow climax: Tracing the emotional impact of popular culture. New York: New York University Press.
   Google Scholar
• Kell, T. (2009). Using fan fiction to teach critical reading and writing skills. Teacher Librarian, 37(1), 32–35.
   Google Scholar
• Levi, A. (1998). Samurai from outer space: Understanding Japanese animation. Peru, IL: Open Court Press.
   Google Scholar
• Manifold, M. C. (2004a). Imaged voices—envisioned landscapes: Storylines of Information-Age girls and young women. Journal for Social Theory in Art Education, 24, 234–256.
   Google Scholar
• Manifold, M. C. (2004b). In a bishonan boarding house: Time, space and the social dimensions of an info-age aesthetic. In G. Diaz & M. McKenna (Eds.), Teaching for aesthetic experience (pp. 63–84). New York, NY: Peter Lang.
   Google Scholar
• Manifold, M. C. (2005). Life as theater and theater as life: Spontaneous expressions of Information-Age youth. Journal of Cultural Research in Art Education, 23, 1–16.
   Google Scholar
• Manifold, M. C. (2007). Culture convergence or divergence? Spontaneous art-making and participatory expression in the private and collective lives of youth. In J. Park (Ed.), Art education as critical cultural inquiry (pp. 262–275). Seoul, Korea: MijiNSA.
   Google Scholar
• Manifold, M. C. (2009a). Fanart as craft and creation of culture: Considering the role of art education. International Journal of Education Through Art, 5(1), 7–21.
   Google Scholar
• Manifold, M. C. (2009b). What art educators can learn from the, fanbased art making of adolescents and young adults. Studies in Art Education, 50(3), 257–271.
   Google Scholar
• McCloud, S. (1994). Understanding comics. New York, NY: Harper.
   Google Scholar
• Meecham, P. (2013). ‘Strangely delivered by pyrates’: Illustration and the National Curriculum. In N. Addison and L. Burgess (Eds.), Debates in art and design education. New York, NY: Routledge.
   Google Scholar
• Scheld, D. (2012, July 6). Principal: ‘Harry Potter Encourages Kids to Read.’ ABC News. Retrieved from http://abcnews.go.com/US/story?id=96587&page=1#.UCvbB-33Bok
   Google Scholar
• Sennett, R. (2009). The Craftsman. New Haven, CT: Yale University Press.
   Google Scholar
• Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected age. New York, NY: Penguin Press.
   Google Scholar
• Smith, D. (2005, July 9). Potter’s magic spell turns boys into bookworms. The Guardian/The Observer. Retrieved from www.guardian.co.uk/uk/2005/jul/10/books.harrypotter
   Google Scholar
• Stephens, M. (1998). The rise of the image, the fall of the word. New York, NY: Oxford University Press.
   Google Scholar
• Telesco, P. (2001). An enchanted life: An adept’s guide to masterful magick. Pompton Plains, NJ: New Page Books.
   Google Scholar
• Thomas, A. (2006). Fan fiction online: Engagement, critical response and affective play through writing. Australian Journal of Language and Literacy, 26(3), 226–239.
   Google Scholar
• Toku, M. (2001). What is manga? The influence of pop culture in adolescent art. Art Education, 54(2), 11–17.
   Google Scholar
• Wenger, E. (1999). Communities of practice: Learning, meaning and identity. New York, NY: Cambridge University Press.
   Google Scholar
• Wilson, B. (1974). The superheroes of J. C. Holz: Plus an outline of a theory of child art. Art Education, 27(8), 2–9.
   Google Scholar