Fanfiction at school: pedagogical uses of fan fictions for literary and digital literacy in the classroom

Abstract

This article explores the possible uses of fanfictions as a means to support literary and digital literacy. To this end, we base our research on theoretical assumptions related not only to the universe of collaborative digital culture, such as fandoms and fanfictions, but also to aspects of literary and digital literacy in the context of collaborative production. We also discuss how the particular structure of publication and circulation of fanfictions promotes critical thinking in environments of free experimentation. We hope that this work may help teachers explore the pedagogical uses of the multimodal universe of the genre.