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‛Sweet sixteen’: role models, initiation and the Self
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
Högskolan för lärande och kommunikation i Jönköping.
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2015 (English)Conference paper, Presentation (Refereed)
Abstract [en]

‛Sweet sixteen’: role models, initiation and the Self (Annbritt Palo, Lena Manderstedt, Ylva Lindberg, Anna Nordenstam) The presentation is part of an interdisciplinary project examining and describing how teenagers make use of spaces in the 21st century. This study focus on the construction of role models in literature for young adults and in virtual communities. Several contemporary novels put on center stage a young female’s way to adulthood. These novels are also examples of media convergence, with the same content narrated in different media platforms, like fan forums and films (Jenkins 2006a; 2006b). As previously observed, interacting readers negotiate and renegotiate concepts of selves through reading and writing practices, like posts in fan forums and blogs (Manderstedt & Palo, 2009; Palo & Manderstedt, 2011). This study aims to identify and analyze the construction of behaviour and identity formation, represented in literature, and virtual communities devoted to these literary worlds. The specific objective is to contribute with knowledge about young adults’ perception and use of role models affecting their comprehension of self. In Sweden, where the L1 teaching includes multimodal texts and non-Swedish texts (Skolverket, 2011a, 2011b), this knowledge can help L1 teachers and teacher educators design the teaching of literature. The material consists of the first novels from Suzanne Collins’ The Hunger Games series and Veronica Roth’s Divergent series, the filmed versions thereof and data from four fan communities, discussing the literary works or films. The choice of collecting data from both contemporary popular literature/texts and fan communities draws on Swedish perspectives on literary studies and reading (Olin-Scheller & Wikström, 2010; Persson, 2012; Lindgren Leavenworth & Isaksson, 2013). Textual and visual analysis methods are applied on the material as well as an intersectional approach (de los Reyes & Mulinari, 2014). Concept of gender performance and the gaze are used analytically (Butler, (2006[1999]); de Lauretis, 2007), as well as theory on social semiotic (Kress, 2010; Kress & Selander, 2012). Findings suggest that in these novels and their converged media, the choices made by the female protagonist during her transition into adulthood marks the beginning of a personal development for the fictive character, but also of a change of the fictive universe. Keywords: Female protagonists, Adulthood, Media convergence, Fan communities, Literary meeting places References Butler, J. (2006[1999]). Gender trouble: feminism & the subversion of identity. New York: Routledge. Collins, S. (2009). The hunger games. New York: Scholastic. De Lauretis, T. & White, P. (2007). Figures of Resistance: Essays in Feminist Theory. University of Illinois Press. De los Reyes, P. & Mulinari, D. (2005). Intersektionalitet: kritiska reflektioner över (o)jämlikhetens landskap. (1. ed.) Malmö: Liber. Jenkins, H. (2006a). Convergence culture. Where old & new media collide. New York: New York University Press. Jenkins, H. (2006b). Fans, bloggers & gamers: exploring participatory culture. New York: New York University Press. Kress, G. & Selander, S. (2012). Multimodal Design, Learning & Cultures of Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge. Lindgren Leavenworth, M. & Isaksson, M. (2013). Fanged fan fiction: variations on Twilight, True blood and The vampire diaries. Jefferson, North Carolina: McFarland & Company. Manderstedt, L & Palo, A. (2009). Världar att besöka eller bebo: Fan-gemenskaper som litterära mötesplatser. Tidskrift för litteraturvetenskap, Vol. 39. Nr 3-4, 39-50. Olin-Scheller, C. & Wikström, P. (2010). Författande fans. Lund: Studentlitteratur. Palo, A. & Manderstedt, L. (2011). Negotiating norms of gender & sexuality online Interdisciplinary Approaches to Twilight: Studies in Fiction, Media & a Contemporary Cultural Experience. Larsson, M. & Steiner, A. (eds.). Lund: Nordic Academic Press, ch. 8, 143-158. Persson, M. (2012). Den goda boken: samtida föreställningar om litteratur och läsning. (1. uppl.) Lund: Studentlitteratur. Roth, V. (2014). Divergent. ([New ed.]). London: Harper Collins. Skolverket (2011a). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. www.skolverket.se Skolverket (2011b). Läroplan och ämnesplaner för gymnasieutbildning. www. skolverket.se

Place, publisher, year, edition, pages
2015.
Research subject
Swedish and Education
Identifiers
URN: urn:nbn:se:ltu:diva-40283Local ID: f5aedf76-ecf2-4e9e-bd2e-f8ab3ced3f4eOAI: oai:DiVA.org:ltu-40283DiVA: diva2:1013805
Conference
IAIMTE 2015 : 03/06/2015 - 05/06/2015
Note
Godkänd; 2015; 20150609 (lenhol)Available from: 2016-10-03 Created: 2016-10-03Bibliographically approved

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