![]() ![]() ![]() Also, the results show how teenage creative writers were able to use networked communication to access a large global readership. The findings confirm that writing can be closely related to reading, as participants were motivated by stories they wished to imitate and adapt. Data was collected using semi-structured interviews, and it was analysed using qualitative content analysis. Their writing included stories, comics, poems and songs, and some of this work was published online. Fanfiction writing challenge free#The participants in the study were thirteen teenage pupils of Swedish secondary and upper-secondary schools who write creatively in English in their free time. Also, the issue of L2 English is addressed in relation to pupils’ perspectives of their informal learning as well as their insights into creative writing and challenge in the school subject of English. This licentiate thesis focuses on extramural English creative writing and aims to raise understanding about the ways it can motivate and engage. L2) in schools can be less authentic, less motivational and engaging than English used in free-time situations (extramural English, Sundqvist, 2009) thus, there is a need to “bridge the gap” between the English taught in the formal setting of school and the English encountered in informal settings (Swedish Schools Inspectorate, 2011). English taught as a second language (i.e. This is an out-of-school leisure pastime that can also help improve language skills (Aragon & Davis, 2019 Black, 2008). ![]() One example of the changes that have taken place is the way in which millions of young people, globally, now write and share stories as online fanfiction. The digital age has re-shaped the landscape of creative writing. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward. Here, we share three experiences of bringing user-generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. Such spaces focus on processes of developing users' creations and sharing the products with an audience. Young creators now compose online and with digital tools, often in what we call “user-generated content affinity spaces” – interest-based spaces that focus on creating and sharing self-made content. Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. ![]()
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