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  • 1.
    Aronsson, Mattias
    et al.
    Dalarna University, School of Humanities and Media Studies, French.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Inose, Hiroko
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Fan Activities in Online University Education2018In: Fandom as Classroom Practice: A Teaching Guide / [ed] Katherine Anderson Howell, Iowa City: University of Iowa Press , 2018, 1, p. 70-82Chapter in book (Refereed)
  • 2.
    Eckart, Maren
    et al.
    Dalarna University, School of Humanities and Media Studies, German.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Könsmedveten kurslitteratur som ett led i jämställdhetsarbetet2015In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 5, no 2, p. 127-131Article in journal (Refereed)
  • 3.
    Eckart, Maren
    et al.
    Dalarna University, School of Humanities and Media Studies, German.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Literatur in neuen Medien. Aspekte der Interaktivität und des informellen Lernens2017Conference paper (Other academic)
  • 4.
    Eckart, Maren
    et al.
    Dalarna University, School of Humanities and Media Studies, German.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Unter Strom stehen: Literarisches Erzählen im Zeitalter der Digitalisierung2018In: Emotionen: Beiträge zur 12. Arbeitstagung schwedischer Germanistinnen und Germanisten Text im Kontext in Visby am 15./16. April 2016 / [ed] Frank Thomas Grund & Dessislava Stoeva-Holm, Berlin: Peter Lang Publishing Group, 2018, 1, p. 197-220Chapter in book (Refereed)
  • 5.
    Eckart, Maren
    et al.
    Dalarna University, School of Humanities and Media Studies, German.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Land, Fredrik
    Dalarna University, School of Humanities and Media Studies, English.
    Grundlagen der Intermedialität2019In: Angewandte Kulturwissenschaften / [ed] Anneli Fjordevik, Jörg Roche, Maren Eckart (redaktionell medarbetare), Tübingen: Gunter Narr Verlag, 2019, p. 101-125Chapter in book (Refereed)
  • 6.
    Eckart, Maren
    et al.
    Dalarna University, School of Humanities and Media Studies, German.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Land, Fredrik
    Dalarna University, School of Humanities and Media Studies, English.
    Grundlagen der Literaturwissenschaft2019In: Angewandte Kulturwissenschaften / [ed] Anneli Fjordevik, Jörg Roche , Maren Eckart (redaktionelt medarbete)), Tübingen: Gunter Narr Verlag, 2019, p. 41-70Chapter in book (Refereed)
  • 7.
    Edfeldt, Chatarina
    et al.
    Dalarna University, School of Humanities and Media Studies, Portuguese.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Inose, Hiroko
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Fan Culture: The Use of Informal Learning Environments by Dalarna University Language Students2014In: NGL 2014: Next Generation Learning Conference: Conference Summary / [ed] Erik Brunnert Walfridsson,, Falun: Högskolan Dalarna , 2014, p. 17-17Conference paper (Other academic)
    Abstract [en]

    Learning outside the academic institution, or affinity-based informal learning, has been studied by various scholars (e.g., Paul Gee and Henry Jenkins). One place where this type of learning can occur is in online participatory fan culture activities, where fans create, for example, works of literature, films, and translations, as well as comment on one another’s work and teach one another.

    In Sweden, very little research on fan culture as a place for collaborative learning has been conducted and existing research has mainly focused on high-school students (Olin-Scheller); therefore, our examination of fan culture activities and learning processes among university students will serve as in important contribution. The general purpose of our project is to find out more about informal learning activities that exist among our own students so that we can then apply that knowledge to our teaching and pedagogical methods as university teachers. We are interested to see how the practitioners themselves experience informal learning activities and how they benefit from these.

    As such, a two-step project was designed: first, a questionnaire was distributed to all students of ten language departments at Dalarna University (2432 students). The questionnaire contained questions about the level of awareness of online fan activities and the degree of student participation in these activities. The second part of the project comprised qualitative interviews (in the autumn of 2013) of some of the students who responded to the survey. Here, we examine the kind of fan culture activities that they are consuming and the reasons for their participation. As well, we examine whether they think they have developed any language, cultural, or other skills and knowledge through the communities. In our paper we present the results of this study.

  • 8.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Inszenierungen weiblicher Selbstbilder in Vorreden in Literatur von Frauen um 18002013In: Perspektiven : das IX. Nordisch-Baltische Germanistentreffen in Os/Bergen, 14.-16. Juni 2012 / [ed] Grote, Michael, Stockholm: Acta Universitatis Stockholmiensis, 2013Conference paper (Refereed)
    Abstract [de]

    Im ausgehenden 18. Jahrhundert und Anfang des 19. Jahrhunderts wurde im deutschen Sprachraum streng zwischen Kunst und ,,Nicht-Kunst” bzw. Dilettantismus unterschieden, wobei das Werk des Dilettanten als unprofessionelles Produkt der Natur verstanden wurde. Da von  Berufsschriftstellerinnen noch nicht die Rede war, wurde somit im Prinzip die gesamte Literatur von Frauen dem Dilettantismus zugeordnet. Oft wurden die Werke der Schriftstellerinnen anonym oder unter Pseudonym publiziert. Mentoren haben sich eingemischt und versucht, den ,,unerfahrenen” weiblichen Schriftstellern ihre Stimmen zu verleihen. Immerhin gab es Frauen, die unter eigenem Namen publizierten und in Vorworten selbst zum Wort kamen. In diesem Beitrag werden einige ausgewählte Vorworte aus dieser Zeit ausgehend von Aleida Assmanns Terminologie der starken und schwachen Autorschaft analysiert, um ein Bild davon zu vermitteln, wie die schreibenden Frauen selbst ihr Schriftstellertum aufgefasst haben.

  • 9.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    "Textuelles Wildern" in der Netzliteratur: Real Person Fiction als Sondergattung der Fanfiktion2015In: "Ein Ewigs Feuer dir entbrant" Germanistische Studien zu Sprache, Literatur und Kultur: Festschrift für Bo Andersson zum 60. Geburtstag / [ed] Dessislava Stoeva Holm, Uppsala: Acta Universitatis Upsaliensis, 2015, p. 45-52Chapter in book (Refereed)
  • 10.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Zum Verhältnis von Kinderliteratur und Erwachsenenliteratur am Beispiel von Peter Härtlings Das war der Hirbel2012In: Germanoslavica : Zeitschrift für germano-slawische Studien, ISSN 1210-9029, Vol. 23, no 2, p. 5-15Article in journal (Refereed)
    Abstract [en]

    In his children’s books, Peter HÄRTLING often deals with children in exposed situations. One could askwhether or not this theme and the related problems are suitable for children. This paper examines the issues of what is meant by children’s and youth literature and what criteria there are for children’s literature. It includes an analysis of the adjustments of literature offered to young readers, using the example of Das war der Hirbel, written in 1973 by Peter Härtling. The point of departure for this analysis is the categories developed by Hans-Heino Ewers in 2000. These consist of paratextual, linguistic and stylistic, formal, thematic and normative adaptations, as well as adaptations regarding genre and content.

  • 11.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Zur Rolle der internetbasierten Fanfiktion im Grenzland zwischen Leser- und Verfasserschaft2015In: Hohe und niedere Literatur: Tendenzen zur Ausgrenzung, Vereinnahmung und Mischung im deutschsprachigen Raum / [ed] Annie Bourguignon, Konrad Harrer, Franz Hintereder-Emde, Berlin: Frank & Timme, 2015, 1, p. 429-441Chapter in book (Refereed)
    Abstract [de]

    Mit Hilfe der digitalen Technik haben heute auch Laien die Möglichkeit, eigene Texte, Filme, Spiele, Musikstücke usw. im Internet zu „publizieren“ und somit mit professionellen Kulturproduzenten zu konkurrieren. Die Grenze zwischen Produzenten und Zuschauern bzw. Konsumenten ist durch diese „Mitmachkultur“ (participatory culture) erheblich verändert worden. Ein Bereich, der mit dem Heranwachsen des Internets große Verbreitung gefunden hat, ist die Fanfiktion. Fanfiktion sind Texte, die von einer existierenden literarischen Welt ausgehen. Es handelt sich dabei oft um Fantasy-Welten, aber auch klassisch kanonisierte Werke wie Stolz und Vorurteil, Lolita, Faust oder sogar die Bibel kommen vor. Diese werden auf irgendeine Weise weitergeführt, indem der Fanfiktion-Verfasser mit dem existierenden Text einfach fortfährt, ihn aus anderen Perspektiven als die ursprüngliche erzählt oder Charaktere weiterentwickelt, die in der Vorlage Nebenrollen einnahmen.

    In diesem Beitrag wird mit Ausgangspunkt in der Fanfiktion-Webseite www.fanfiktion.de die Rolle der Fanfiktion im Allgemeinen und die metatextuelle Dimension der Fanfiktion-Texte zur phantastischen Jugendromanreihe der Tintenwelt-Trilogie (Tintenherz 2003, Tintenblut 2005 und Tintentod 2007) von Cornelia Funke im Besonderen diskutiert. Vor den Fanfiktion-Texten steht meistens ein Kommentar des jeweiligen Verfassers zum „publizierten“ Beitrag. Ausgehend von diesen author‘s notes wird die Annäherung der Fanfiktion-Schreiber und -Schreiberinnen zur Vorlage erläutert; wie sie sich dazu verhalten und wie sie ihre Rolle in der Beziehung zwischen den literarischen Vorlagen und ihren „neuen“ Texten betrachten, kurz ihre Rolle im Grenzland zwischen Leser- und Verfasserschaft.

  • 12.
    Fjordevik, Anneli
    et al.
    Dalarna University, School of Humanities and Media Studies, German.
    Inose, Hiroko
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Edfeldt, Chatarina
    Dalarna University, School of Humanities and Media Studies, Portuguese.
    What do they learn, why do they learn? A study on university students' participation in fan activities2015Conference paper (Other academic)
    Abstract [en]

    At the Dalarna University (Sweden), which is specialized in online education, there has been a three-year research project called “Informal Learning Environment”, which explored the educational aspects of fan activities and possible ways to apply them in foreign language and literature courses. One part of the project was a study, conducted in two stages. First, an online questionnaire survey on the language student’s awareness about online fan activities, as well as their participation in those, was carried out. In the second stage, seven students that were actively participating in various fan activities were interviewed. The interviews examined the qualitative aspects of the participants’ involvement in fan communities with four different question areas: In what kind of fan activities do they participate?; Why do they participate, and what makes participation attractive to them?; What kind of knowledge and skills (such as language or cultural or other skills) do they think they have developed through participation?; and do they think it is possible to apply this mechanism of informal learning to the university courses? We also asked whether they see any connection between informal learning in the fan communities and their learning at university / college.During the project (which includes the actual application of some fan activities to the courses), various educational elements of fan activities have become clear. In this proposed paper we do the final analysis of the aforementioned study with a focus on the curiosity and playfulness that we could see in this informal learning. Based on the interviews, we will analyze the motivation / mechanism for the intensive learning processes that seem to take place outside the classroom.

  • 13.
    Inose, Hiroko
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Fan activities applied to online university education2016Conference paper (Other academic)
    Abstract [en]

    The presentation discusses a possible way of adapting internet fan activities to the academic level online education. At the Dalarna University (Sweden), which is specialized in online education, there was a three-year project called “Informal Learning Environment”, which explored the educational aspects of fan activities, and the possible ways to apply them in language (French, German, Japanese, Portuguese) and literature courses.

    The educational effects of fan activities are mentioned by various authors (e.g. James Paul Gee), and we focused on two activities, Fan Fiction and Scanlation.

    In the Fan Fiction exercise, the students in French and German Literature had an introduction on Fan Fiction, then were asked to choose one of the literary works studied during the semester, and write a short fictional story based on it. Each student uploaded his/her text to the learning platform and then received peer-feedback from others.

    In the Scanlation exercise, a group work was designed for the Translation course (Japanese-English translation). Students formed groups of threes and fours and each group translated two different chapters from Shisso Nikki, a manga by Hideo Aduma. They had two weeks to work together, and then the translations were uploaded to the learning platform. Each student then gave comment and feedback to the chapters translated by other groups.

    In all courses, students were asked to evaluate the activities afterwards. The evaluation focused on if they enjoyed the activity, what they learned, and what the peer-feedback meant to them. Since we teach only online courses, the web-based interaction becomes very central. This is also the case in fan communities. Therefore, our hypothesis is that connecting fan activities with web-based teaching may be a way to develop and improve the formal academic learning environment.

  • 14.
    Inose, Hiroko
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Edfeldt, Chatarina
    Dalarna University, School of Humanities and Media Studies, Portuguese.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Fan Culture as an Informal Learning Environment: Presentation of a NGL project2012In: NGL 2012 NEXT GENERATION LEARNING CONFERENCE February 21–23, 2012 Falun, Sweden : CONFERENCE PROCEEDINGS, Falun: Högskolan Dalarna , 2012, p. 105-112Conference paper (Refereed)
    Abstract [en]

    Fan culture is a subculture that has developed explosively on the internet over the last decades. Fans are creating their own films, translations, fiction, fan art, blogs, role play and also various forms that are all based on familiar popular culture creations like TV-series, bestsellers, anime, manga stories and games. In our project, we analyze two of these subculture genres, fan fiction and scanlation.

    Amateurs, and sometimes professional writers, create new stories by adapting and developing existing storylines and characters from the original. In this way, a "network" of texts occurs, and writers step into an intertextual dialogue with established writers such as JK Rowling (Harry Potter) and Stephanie Meyer (Twilight). Literary reception and creation then merge into a rich reciprocal creative activity which includes comments and feedback from the participators in the community.

    The critical attitude of the fans regarding quality and the frustration at waiting for the official translation of manga books led to the development of scanlation, which is an amateur translation of manga distributed on the internet. 

    Today, young internet users get involved in conceptual discussions of intertextuality and narrative structures through fan activity. In the case of scanlation, the scanlators practice the skills and techniques of translating in an informal environment. This phenomenon of participatory culture has been observed by scholars and it is concluded that they contribute to the development of a student’s literacy and foreign language skills. Furthermore, there is no doubt that the fandom related to Japanese cultural products such as manga, anime and videogames is one of the strong motives for foreign students to start learning Japanese.

    This is something to take into pedagogical consideration when we develop web-based courses. Fan fiction and fan culture make it ​​possible to have an intensive transcultural dialogue between participators throughout the world and is of great interest when studying the interaction between formal and informal learning that puts the student in focus

  • 15.
    Lindgren, Charlotte
    et al.
    Dalarna University, School of Humanities and Media Studies, French.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    NGL-projekt vid Högskolan Dalarna: 1. Anneli Fjordevik intervjuas av Charlotte Lindgren2016Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    NGL-projekt vid Högskolan Dalarna inom språkavdelningen som handlar om informella internetbaserade lärmiljöer.

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