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It surveys key practices such as fanfiction, fan-subbing, and scanlation, then examines emerging work integrating these “digital wild” practices into language classrooms. The discussion highlights how growing understanding of online fandom can guide computer-mediated task design and the use of social media in formal language teaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/online-fan-practices-and-call-review-article/595643/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/online-fan-practices-and-call-review-article/595643.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this review article?","Question",{"text":112,"@type":113},"It reviews how online fan practices relate to language and literacy learning, use, and identity work, emphasizing the role of computer-assisted language learning (CALL) and technoculture competence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which fan practices are discussed as part of language and literacy learning research?",{"text":117,"@type":113},"The article highlights well-known practices such as fanfiction, along with other explored activities including fan-subbing and scanlation, which involve amateur subtitling and translation.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article connect online fan practices to formal language classrooms?",{"text":121,"@type":113},"It concludes by discussing research that begins integrating digital-wild fan practices into the language classroom, using them to motivate the design of computer-mediated tasks and to support the incorporation of social media in formal language teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595643,1792436446,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nReview Article  \nOnline Fan Practices and CALL  \nShannon Sauro  \nAbstract  \nThis article provides a narrative overview of research on online fan practices for language and literacy learning, use, and identity work. I begin with an introduction to online fan communities and common fan practices found in these online affinity spaces, the best known of which is fanfiction, fictional writing that reinterprets and remixes the events, characters, and settings found in popular media. I then look to other online fan practices that have been explored in language and literacy learning research such as fan-subbing and scanlation, amateur subtitling and translation of popular media carried out by individual or teams of fans. Finally, this article concludes by looking to research that has begun to explore the integration offan practices found in the digital wilds into the language classroom as a way to illuminate how our growing understanding of online fan practices can motivate the design of computermediated tasks or the integration of social media into formal language teaching.  \nKeywords: fans; fandom; fan fiction; translation; digital literacy; identity work; popular culture; 21st century skills  \nIntroduction  \nThis article provides a narrative overview of research on online fan practices for language and literacy learning, use, and identity work. Language and literacy learning are broadly applied so that the studies explored here include developing writers and language users who engage in fan practices in their first, second, additional, or multiple languages. Such a stance therefore embraces the understanding that computer-assisted language learning (CALL) is not exclusively a tool for the development of a second or foreign language, but also encompasses the development of langua-technoculture competence (Sauro &  \nAffiliation  \nMalmö University, Sweden .  \nemail: [shannon.sauro@mah.se](shannon.sauro@mah.se)  \ncalico journal vol 34.2 2017 131–146 [https://doi.org/10.1558/cj.33077](https://doi.org/10.1558/cj.33077)  \n©2017, equinox publishing   \n132 Online Fan Practices and CALL  \nChapelle, in press), or the technology-mediated language and cultural competence language users must develop in online spaces, among language users of all proficiencies and backgrounds.  \nTo begin with, it is helpful to have an understanding of fans and the nature and growth of online fandoms. In online spaces, fans, defined as individuals“with a relatively deep positive emotional conviction about someone or something famous” (Duffet, 2013, p. 18) make use of digital tools and communication technologies to discuss, share, create, or otherwise respond to a public performance or figure including, for example, music and musicians, literature, sports and athletes, theater, television, and film and performers. Fans and fan practices naturally predate digitally networked society, as has been documented, for instance, in the fan behavior and dedication of enthusiastic and influential readers of literature in eighteenth-century Europe and members of fraternal baseball clubs in the mid-nineteenth-century United States (Cavicchi, 1998, pp. 4–5) .  \nDigital information and communication technologies, however, have complexified and expanded opportunities for fan practices and the cohesion offan affinity groups (Thorne, Sauro, & Smith, 2015) . These national and international networks of fans, referred to here as online fandoms, have made use of networked technologies not only to engage with each other, but also to influence the artistic, legal, and political conversations around the media or individuals they are fans of. The Harry Potter fandom, in particular, which came of age with the emergence of Web 2.0 technologies, provides numerous rich examples of how online fandom has been used to both talk back to dominant discourses and power structures in art, law, and politics, but also to forge spaces for learning and education, wh","cbCaisQSFR72kEUC","https://ap.wps.com/l/cbCaisQSFR72kEUC","pdf",332384,16,"English","# Introduction\n## Fans and online fandoms\n## Fan practices in language and literacy learning\n## CALL and digital wilds integration","[{\"question\":\"What is the focus of this review article?\",\"answer\":\"It reviews how online fan practices relate to language and literacy learning, use, and identity work, emphasizing the role of computer-assisted language learning (CALL) and technoculture competence.\"},{\"question\":\"Which fan practices are discussed as part of language and literacy learning research?\",\"answer\":\"The article highlights well-known practices such as fanfiction, along with other explored activities including fan-subbing and scanlation, which involve amateur subtitling and translation.\"},{\"question\":\"How does the article connect online fan practices to formal language classrooms?\",\"answer\":\"It concludes by discussing research that begins integrating digital-wild fan practices into the language classroom, using them to motivate the design of computer-mediated tasks and to support the incorporation of social media in formal language teaching.\"}]","Online Fan Practices and CALL - Review Article | PDF",1792081540]