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Adolescents' anime-Inspired "Fanfictions": An Exploration of Multiliteracies Author(s): Kelly Chandler-Olcott and  Donna Mahar.

By: Nelcy Yadira Valbuena

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Multimodality, or the integration of various Designs such as visual, linguistic, and audio in one text, is a key concept in the Multiliteracies framework.
According to the New London Group (1996), all texts are multimodal to some degree, even those that appear to be produced in a single mode. As Cope and Kalantzis (2000).

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Fanfics are basically a story that you make up about a cartoon character or a video game character.
fanfictions as an "insider" text form best appreciated by readers familiar with the source material.
As Rhiannon   who is a participant in the research, She explained, if the fanfic "is about a specific cartoon then you need to understand the cartoon in order to be able to understand the fan fic!"

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Anime is  similar to manga (Japanese comics). Manga sales represent nearly 40% of the total number of books and magazines sold in Japan (Schodt, 1996), and animated features account for about 50% of all movie ticket sales there (Napier, 2001).

One scholar has argued that anime represents Japan's "chief cultural export" (cited in Napier, 2001, p. 5) since anime fan clubs, conventions, and Web rings have sprung up all over the West.

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"Multiliteracies" referenced two key elements of their vision: (a) "the multiplicity of communications channels and media" and (b) "the increasing salience of cultural and linguistic diversity" (Cope & Kalantzis, p. 5)

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Fanfic inquiry was part of a larger study of adolescents' use of digital technologies for literacy-related purposes (see Chandler-Olcott & Mahar, 2001). The research took place in a sub urban middle school in upstate New York in the United States.
Kelly, a university-based researcher, spent one or two days a week observing and in terviewing students about their technology.
Donna, an English teacher at the school, gathered data from daily interactions with students in classes.
Eileen and Rhiannon, our focal informants, were friends enrolled in Donna's study hall dur ing the 2000-2001 school year.
the Anime Web Turnpike fandom(http://www.anipike.com)

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The construction of meaning should be seen as a process of "Designing" 

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The construction of meaning should be seen as a process of "Designing" 

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The New London Group proposed that the construction of meaning should be seen as a process of "Designing," one that draws on a range of what they called "Available Designs" to create "Redesigned" texts.

The outcome of Designing is a new meaning, some thing through which meaning-makers remake them selves.

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Fanfictions and the Multiliteracies framework

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Fanfictions and the Multiliteracies framework

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The New London Group's (1996) framework helped  to consider fanfictions in a broader context - as texts influenced by cultural artifacts and social discourses -  Three con cepts from the framework were most useful in this process: multimodality, intertextuality, and hybridity.

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intertextuality, a term referring to relationships and references between and among texts, which represents an other key Multiliteracies concept.

As the New London Group (1996) explained, any text being Designed is "linked" to "one or more series ('chains') of past texts" (p. 75)

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The process  just described has been called hybridity, which is a term that refers to the cre ation of new meanings and new genres through the Design process. According to Cope and Kalantzis (2000),

In their fanfictions, the girls created hybrid texts that wove together various discourses and genres.

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Why teachers need to think about f anf ictions

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Why teachers need to think about f anf ictions

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The New London Group (1996) recommended, "classroom teaching and curriculum" that increasingly "engage with students' own experiences and discourses"
Teachers should come to their texts with an appreciation of
intertextuality, multimodality, and hybridity, all of which           equire Designers to use Available Resources in complex ways.

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How can language teachers integrate the multiliteracies framework with conventional literacy practices in the classroom?

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How can language teachers integrate the multiliteracies framework with conventional literacy practices in the classroom?

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Language teachers can integrate the framework of multiliteracies with educational practices that allow the student to create their own texts according to their tastes, in addition teachers can provide school spaces where they exchange their creations with their classmates