THE GAMIFIED WRITING OF FANFICTIONS WITH DIGITAL TECHNOLOGIES IN AN ENGLISH CLUB

ABSTRACT This study aims to understand relationships between school literacy practices and the gamified writing of fanfictions with the support of Digital Technologies (DT). The fanfictions are fictional stories written by fans based on an original product. They have become popular with the spread of the internet, especially among school-age teens. The justification for the development of reading and writing practices with the genre fanfiction, in this study, is based on a socio-cultural perspective of the literacy studies, in which the focus on learning a genre is not just in the assimilation of its structure, but in the ways in which the learning of a genre affords knowledge in particular ways. Mediations surrounding fanfictions took place in the context of an English Club with five subjects. The data come from statements of these subjects on the Classcraft gamification platform, from the fanfiction written during the Club classes and from a focus group performed with these subjects. In order to proceed with the analyzes, we constructed a timeline showing the relationship of the subjects with the fanfictions before the activities developed in the Club, the approximations, interactions and positioning during their writing trajectory and their perceptions about how the activities involving the genre from the use of different methodological approaches, after the writing practice of fanfiction. The results point mainly to the insertion of these subjects, as insiders, in different literacy practices involving the reading and writing of the genre fanfiction, mediated by the uses of DT. Furthermore, there are indications that the gamification allowed the subjects to evidence singular ways of positioning themselves in relation to reading, writing and different ways of being, acting and creating meanings in the school context.

摘要 本研究旨在探究数字技术（Digital Technologies，DT）支持下，学校读写实践与同人小说（fanfiction）游戏化写作之间的关联。同人小说指粉丝基于原作创作的虚构故事，随互联网普及而广受欢迎，尤其受学龄青少年群体青睐。本研究中，针对同人小说读写实践开展的研究，其理论基础源自读写研究的社会文化视角：该视角下，对某一文类的学习不仅在于掌握其结构框架，更在于该文类学习以特定方式促成知识生成的路径。围绕同人小说的教学实践依托某英语俱乐部开展，共有五名研究对象参与。研究数据源自三部分：一是研究对象在Classcraft游戏化平台上的发言记录，二是俱乐部课程期间创作的同人小说作品，三是针对研究对象开展的焦点小组访谈资料。为开展数据分析，本研究构建了时间线，以呈现研究对象在参与俱乐部活动前与同人小说的关联、写作过程中的参与路径、互动情况与自我定位，以及在完成同人小说写作实践后，针对该文类借助不同方法论开展的相关活动所持的认知。研究结果主要表明，研究对象以“圈内人”身份被纳入依托数字技术赋能的同人小说读写相关多元读写实践中。此外，研究结果还显示，游戏化机制助力研究对象展现出独特的自我定位方式，使其能在学校语境下围绕读写活动、多元存在方式、行为模式与意义建构路径展开实践。