Contents contributed and discussions participated by Nele Noppe

Teachers sometimes complain that popular culture competes for the attention of their students, a claim that starts from the assumption that what kids learn from media is less valuable than what schools teach. Here, however, much of what is being mastered are things that schools try-and too often fail-to teach their students. (It has been said that if schools taught sex education the same way they taught writing, the human race would die out in a generation.)
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such informal teaching occurs across a range of other online communities.
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we could talk about young anime fans who are teaching each other Japanese language and culture in order to do underground subtitling of their favorite shows.
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What difference will it make, over time, if a growing percentage of young writers begin publishing and getting feedback on their work while they are still in high school? And what happens when those young writers compare notes, becoming critics, editors, and mentors? Will they develop their craft more quickly-and develop a critical vocabulary for thinking about storytelling?
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And writing about Harry offers them something else, too: an audience with a built-in interest in the stories-an interest that would be difficult to match with stories involving original fictional characters. The power of popular culture to command attention is being harnessed at a grassroots level to find a readership for these emerging storytellers.
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themes that could not be discussed so openly in a school assignment and that might be too embarrassing to address through personal narratives or original characters.
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Fandom is providing a rich haven to support the development of bright young minds that might otherwise get chewed up by the system, and offering mentorship to help less gifted students to achieve their full expressive potential. Either way, these teens are finding something online that schools are not providing them.
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Collective intelligence - 0 views

web.mit.edu/...collective%20intelligence.html

fans fanwork media media_mix fanficforensics phd

shared by Nele Noppe on 02 Nov 08 - Cached

If the current media environment makes visible the once invisible work of media spectatorship, it is wrong to assume that we are somehow being liberated through improved media technologies. Rather than talking about interactive technologies, we should document the interactions that occur amongst media consumers, between media consumers and media texts, and between media consumers and media producers.
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On-line fan communities might well be some of the most fully realized versions of Levy's cosmopedia, expansive self-organizing groups focused around the collective production, debate, and circulation of meanings, interpretations, and fantasies in response to various artifacts of contemporary popular culture.
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Fan women routed around male hostility, developing web communities 'that combine the intimacy of small groups with a support network similar to the kind fan women create off-line.' Discussion lists, mailing groups, webrings, and chatrooms each enabled fan communication.
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Matthew Hills has criticized audience researchers for their preoccupation with fan's meaning production at the expense of consideration of their affective investments and emotional alliances.
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