3,789
Views
8
CrossRef citations to date
0
Altmetric
Articles

Transcultural literacies in online collaboration: a case study of fanfiction translation from Russian into English

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Aliagas, C. (2017). Rap music in minority languages in secondary education: A case study of Catalan rap. International Journal of the Sociology of Language, 2017(248), 197–224. https://doi.org/10.1515/ijsl-2017-0036
  • Baker, W., & Sangiamchit, C. (2019). Transcultural communication: Language, communication and culture through English as a lingua franca in a social network community. Language and Intercultural Communication, 19(6), 471–487. https://doi.org/10.1080/14708477.2019.1606230
  • Bakhtin, M. (1986). Speech genres and other late essays. University of Texas.
  • Black, R. W. (2006). Language, culture, and identity in online fan fiction. E-learning, 3, 170–184. https://doi.org/10.2304/elea.2006.3.2.170
  • Black, R. W. (2008). Just don’t call them cartoons: The new literacy spaces of anime, manga and fanfiction. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 583–610). Erlbaum.
  • Burrell, J. (2009). The field site as a network: A strategy for locating ethnographic research. Field Methods, 21(2), 181–199. https://doi.org/10.1177/1525822X08329699
  • Darvin, R., & Norton, B. (2017). Investing in new literacies for a cosmopolitan future. In R. Zaidi & J. Rowsell (Eds.), Literacy lives in transcultural times (pp. 89–101). Routledge.
  • DeWalt, K., & DeWalt, B. (2011). Participant observation: A guide for fieldworkers. Altamira Press.
  • Gee, J. (2011). How to do discourse analysis: A toolkit. Routledge.
  • Gee, J. P., & Hayes, E. (2012). Nurturing affinity spaces and game–based learning. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, learning, and society: Learning and meaning in the digital age (pp. 129–153). Cambridge University Press.
  • Guerrero-Pico, M. (2015). Producción y lectura de fan fiction en la comunidad online de la serie Fringe: transmedialidad, competencia y alfabetización mediática. Palabra Clave - Revista de Comunicación, 18(3), 722–745. https://doi.org/10.5294/pacla.2015.18.3.5
  • Hautakangas, M. (2015). It’s ok to be joyful? My little pony and brony masculinity. The Journal of Popular Television, 3(1), 111–118. https://doi.org/10.1386/jptv.3.1.111_1
  • Hepp, A. (2009). Transculturality as a perspective: Researching media cultures comparatively. [33 paragraphs]. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 10(1). https://doi.org/10.17169/fqs-10.1.1221
  • Jenkins, H. (2006). Fans, bloggers, and gamers: Exploring participatory culture. New York University Press.
  • Jones, R. H. (2019). Creativity in language learning and teaching: Translingual practices and transcultural identities. Applied Linguistics Review. https://doi.org/10.1515/applirev-2018-0114
  • Kim, G. M. (2016). Transcultural digital literacies: Cross-border connections and self-representations in an online Forum. Reading Research Quarterly, 51(2), 199–219. https://doi.org/10.1002/rrq.131
  • Kostogriz, A., & Tsolidis, G. (2008). Transcultural literacy: Between the global and the local. Pedagogy, Culture & Society, 16(2), 125–136. https://doi.org/10.1080/14681360802142054
  • Kytölä, S. (2016). Translocality. In A. Georgakopoulou & T. Spilioti (Eds.), The Routledge handbook of language and digital communication (pp. 371–388). Routledge.
  • Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Open University Press.
  • Lam, W. S. E. (2006). Re-envisioning language, literacy, and the immigrant subject in new mediascapes. Pedagogies: An International Journal, 1(3), 171–195. https://doi.org/10.1207/s15544818ped0103_2
  • Lee, H. (2016). Developing identities: Gossip Girl, fan activities, and online fan community in Korea. Participations: Journal of Audience & Reception Studies, 13(2), 109–133.
  • Lehtonen, S. (2017). “I just don’t know what went wrong”: Neo-sincerity and doing gender and age otherwise in a discussion forum for Finnish fans of my little pony. In S. Leppänen, E. Westinen, & S. Kytölä (Eds.), Social media discourse, (Dis)identifications and diversities (pp. 287–309). Routledge.
  • Markham, A., & Buchanan, E. (2012). Ethical decision-making and Internet research: recommendations from the AoIR ethics working committee (version 2.0). http://aoir.org/reports/ethics2.pdf
  • Markham, A. N. (2017). Ethnography in the digital internet era. In N. Denzin & Y. Lincoln (Eds.), Sage handbook of qualitative research (pp. 650–668). Sage Publications.
  • Martin, J. R., & White, P. R. (2005). The language of evaluation: Appraisal in English. Palgrave Macmillan.
  • Ntelioglou, B. Y. (2017). Examining the relational space of the self and other in the language-drama classroom: Transcultural multiliteracies, situated practice and the cosmopolitan imagination. In R. Zaidi & J. Rowsell (Eds.), Literacy lives in transcultural times (pp. 58–72). Routledge.
  • Pandey, I. P., Pandey, L., & Shreshtha, A. (2007). Transcultural literacies of gaming. In L. Cynthia, E. SelfeGail, & D. I. Hawisher (Eds.), Gaming lives in the twenty-first century (pp. 37–51). Palgrave Macmillan. https://doi.org/10.1057/9780230601765_3
  • Pennycook, A. (2007). Global Englishes and transcultural flows. Routledge.
  • Sauro, S. (2017). Online fan practices and CALL. Calico Journal, 34(2), 131–146. https://doi.org/10.1558/cj.33077
  • Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications.
  • Shafirova, L., and Kumpulainen, K. (20XX). Online collaboration in a brony fandom: Constructing a dialogic space for identity work in a fan translation project. E-Learning and Digital Media, in review.
  • Shafirova, L., & Cassany, D. (2019). Bronies learning English in the digital wild. Language Learning and Technology, 23(1), 127–144. https://doi.org/10125/44676
  • Shafirova, L., Cassany, D., & Bach, C. (2020). From “newbie” to professional: Identity building and literacies in an online affinity space. Learning, Culture and Social Interaction, 24, 100370. https://doi.org/10.1016/j.lcsi.2019.100370
  • Sultana, S., & Dovchin, S. (2016). Popular culture in transglossic language practices of young adults. International Multilingual Research Journal, 11(2), 67–85. https://doi.org/10.1080/19313152.2016.1208633
  • Thorne, S. L. (2008). Transcultural communication in open internet environments and massively multiplayer online games. In S. Magnan (Ed.), Mediating discourse online (pp. 305–327). Amsterdam.
  • Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. The Modern Language Journal, 93, 802–821. https://doi.org/10.1111/j.1540-4781.2009.00974.x
  • Valero-Porras, M. J. (2018). La Construcción discursiva de la identidad en el fandom: estudio de caso de una aficionada al manga (Doctoral dissertation, Universitat Pompeu Fabra, Barcelona, Spain). https://www.tdx.cat/handle/10803/459254
  • Valiente, C., & Rasmusson, X. (2015). Bucking the stereotypes: My little pony and challenges to traditional gender roles. Journal of Psychological Issues in Organizational Culture, 5(4), 88–97. https://doi.org/10.1002/jpoc.21162
  • Vallejo, C., & Dooly, M. (2019). Plurilingualism and translanguaging: Emergent approaches and shared concerns. Introduction to the special issue. International Journal of Bilingual Education and Bilingualism, 23, 1–16. https://doi.org/10.1080/13670050.2019.1600469
  • Vazquez-Calvo, B. (2018). The online ecology of literacy and language practices of a gamer. Educational Technology & Society, 21(3), 199–212. https://doi.org/10.2307/26458518
  • Vazquez-Calvo, B., Elf, N., & Gewerc, A. (2020). Catalan teenagers’ identity, literacy and language practices on YouTube. In M. R. Freiermuth & N. Zarrinabadi (Eds.), Technology and the Psychology of second language learners and users (pp. 251–278). Palgrave Macmillan.
  • Vazquez-Calvo, B., Shafirova, L., Zhang, L. T., & Cassany, D. (2019). An overview of multimodal fan translation: Fansubbing, fandubbing, fan translation of games and scanlation. In M. Ogea Pozo & F. Rodríguez Rodriguez (Eds.), Insights into audiovisual and comic translation. Changing perspectives on films, comics and videogames (pp. 191–213). UCOPress.
  • Vazquez-Calvo, B., Zhang, L. T., Pascual, M., & Cassany, D. (2019). Fan translation of games, anime, and fanfiction. Language Learning & Technology, 23(1), 49–71. https://doi.org/10125/44672
  • Zaidi, R., & Rowsell, J. (2017). Introduction. In R. Zaidi & J. Rowsell (Eds.), Literacy lives in transcultural times (pp. 1–15). Routledge.
  • Zhang, L. T., & Cassany, D. (2016). Fansubbing from Spanish to Chinese: Organization, roles and norms in collaborative writing. BiD: Textos universitaris de biblioteconomia i documentació, 37(2). http://bid.ub.edu/en/37/tian.htm
  • Zhang, L. T., & Cassany, D. (2019). Prácticas de comprensión audiovisual y traducción en una comunidad fansub del español al chino. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 32(2), 620–649. https://doi.org/10.1075/resla.17013.zha