Multiliteracies and language ideologies in contemporary fanfic literacy practices

• Main Author: Patrícia de Souza Martins
• Format: Article
• Language: English
• Published: Universidade Estadual de Campinas 2020-03-01
• Series: Trabalhos em Linguística Aplicada
• Subjects: Fanfics; Multiliteracies; Language ideologies
• Online Access: https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8657010

Using the lens of Street (1984; [1995]2014; 2003; 2010; 2012), this article firstly aims at discussing the contemporary literacy practices young readers and writers of fanfics engage in when inserted in the affinity spaces of fan literature. This discussion is based on the concept of ideological literacy proposed by the author and dialogues with the concept of multiliteracies, outlined by the New London Group (CAZDEN; COPE et al, 1996) and expanded by several authors such as Cope; Kalantzis (2000), Gee (2000), Rojo (2012) and Kleiman; Sito (2016), among others. These contemporary literacy practices, understood, therefore, as the social use of language, were studied from an ethnographic perspective (HEATH; STREET, 2008). Data was generated from the field observation on two fanfic self-publishing platforms and from literacy events occurring in rounds of conversation, within the scope of the Junior Scientific Initiation Project. (PICJr-049), promoted by a traditional federal institution of basic education in Rio de Janeiro. The social models of literacy used by participants in literacy events (HEATH, 1982; STREET, 2012) signals that designs are (re)shaped according to the interactional context of these participants. This article also proposes a reflection on the language ideologies underlying the discourse of the students participating in the PICJr-049. This analysis is oriented by Volóchinov’s concept of ideology ([1929]2017) and the notion of language ideology, as discussed in the studies by Woolard (1998) and Kroskrity (2004). In the analysis, it was observed that the students reinforce language ideologies anchored in the legitimation of the educated norm of the Portuguese language and in the privilege of literary canons in school literacy practices.