Pro-tip: asking questions about why you’re doing the research in the way you’re doing it and what you originally said you were going to do and how close you’re getting to that and what needs to shift and what that shift will look like is all part of the work. đ
Posts in "Research"
đŹđ “‘Pure,’ ideologically unadulterated consumption/fandom may be a possibility, but it’s not what most media fans experience or enact.” Lori Morimoto, An Introduction to Media Fan Studies
What’s that? Oh, just a quick pamphlet bind of Lori Morimoto’s An Introduction to Media Fan Studies đ

How to Scholar(?)
In my doctoral program, there was a class that we colloquially referred to as âbabydocs.â As it was taught the year I took it, the purpose of babydocs was two-fold: 1. to introduce us to the field of library and information science and the variety of potential research areas and 2. to introduce us to the skills a person needs to be a scholar.
Itâs been over seven years since I started babydocs and Iâm still trying to get that âhow to be a scholarâ part down. Here are the topics and skills babydocs covered in this vein:
- Theory and methods
- Literature reviews
- searching for literature
- reading other peopleâs literature reviews
- managing literature
- writing literature reviews
- Peer review
- Project management
- Research ethics
- Diversity, equity, and inclusion
- Presenting orally
- Empirical research methods
- Collaborative & interdisciplinary work
- Creating posters
- Writing research proposals
- Grants and funding
- Data management
- Writing referred papers
- Metrics
This was a two-semester course and that was only HALF of what we covered, with the other half being specific to our discipline.
I know how to do all of the things on this list, but I still havenât created a cohesive framework or workflow that lets me do them in any but the most just-in-time manner. But a just-in-time scholar isnât really the kind of scholar I want to be.
(And I do want to be a scholar, even though Iâm not interested in tenure-track work.)
I share all of this because Iâm going to try, all these years later, to create such a framework. Something that wasnât part of babydocs.
I plan to blog about it and I thought yâall might like to follow along.
#FSNNA 22 Roundtable: Materiality & Liveness
Welcoming everyone to the session "Materiality & Liveness"
Talking about WWE and the impact of it being termed an "essential business" during COVID shutdowns
Professional wrestling bridges the gap between sports & entertainment
When both entertainment & sports were shut down, WWE was still available with both athletics and storytelling and thus the potential to appeal to fans of both sports and media.
Lucas's argument: WWE didn't have live audiences during shutdown like they usually do. They had to have a national audience to stay open for working, but only at facilities closed to the public.
WWE met both criteria when most other sports couldn't.
WWE moved toward "cinematic matches" - "like an extended version of a video game cutscene" - wrestlers in story-specific environment with editing, effects, and supernatural elements.
Playful Nostalgia: (Re)creating Video Game Spaces as Mods
Nostalgia for 3D platformer video games from the late 90s/early 00s like Super Mario 64, Sonic Adventure. Newer games are emulating (but not, y'know, ~emulating~) the older games.
Marketing and branding include a pitch toward nostalgia: "It's just like N64" "It's just like the Gamecube"
How do players take up this nostalgia themselves? For example, players create environments from old games in newer video games - e.g. creating an area from Super Mario Sunshine in A Hat in Time
We aren't limited to a single mod, so you could play in A Hat in Time, a Sonic Adventure level, with Sora from Kingdom Hearts as your player, riding a Kart from Mario Kart Double Dash.
Factors that influence textual meaning: paratexts, plays, fan-made histories, "mods as simulacra"
"Player-made mods construct nostalgia through remediation and play"
Talking about authorship in TRPGs (!!! calling @theroguesenna & @friede)
Looking at changes in D&D and other TRPGs related to race.
Summer 2021 was the #SummerofAabria when Abria Iyengar was guest DM on multiple actual play shows
AP has often been associated with the creation of a single DM but when Iyengar's work raised the question: how does authorship change when you have a guest DM? Who has authority?
Now notions of canonicity are taking root in actual play. How do TRPGs exist as both a transformative and an original work?
DMs like Iyengar can use their work to critique traditional depictions in fantasy.
The cultural afterlife of plastic toys and how they're curated and collected online now
Fans have to make consequential decisions about material objects (collectable toys) based on digital images
"attachments and affects can be complicated when realizing that what arrived in your mailbox was not exactly what you bought online"
Buyers read the materiality through images: What quality is the plastic? How much has it been damaged? Is it authentic? Is the blister packaging still attached?
During COVID, there's been a boom in the fan economy of vintage collecting.
A lot of collectors have liquidated their collections because they didn't have enough income during COVID.
The Japanese Yen to the dollar is at a 32 year low, so lots of Japanese collectors are liquidating them and selling to buyers overseas (mostly in America).
These collectors then only have immaterial access to their collections - images and memories.
There are important distinctions between player-made mods and official re-releases. There's more freedom to mix-and-match. Legality is an interesting question. Mods aren't strict emulations (in the code sense).
Court case in 2016 found you can't copyright ALL of a game. For example, you can't copyright game mechanics. Player-made mods do give players a sense of ownership.
People get introduced to older "texts" (video games) through these mods - e.g. you play an area in A Hat in Time, and decide to then go explore the game it's originally from.
Reproducing a cartridge like Limited Run games does introduces a new materiality that's different from mods. The gatekeepers are different: purchase vs. download from fansite.
Players of D&D often have a strong intertextual awareness before they even sit down at the table, usually have engaged deeply with fantasy through literature, film, video games.
There's often either a dissatisfaction with or true love of fantasy media that the player brings to the table and uses as inspiration for their character.
If the rules are dissatisfying/frustrating (e.g. I want to play as a dark elf and it's wrong of the rules to penalize me for that), this is where homebrew comes in. This leads to players & DMs bring worldview to the game.
based on personal experience, "play seems to become more valued as you have less recreational time." When work happens at home during lockdown, it can feel like all of life is work so
Additionally, the interpersonal aspect adds extra value. For example, RPing just hanging out in a pub became a fantasy it was valuable to play out.
Rules can give real-world obstacles a clear stat block and make it possible to fight these things in a really satisfying way.
Unlicensed toys also became part of the market and are often more highly valued by collectors than official, licensed ones.
#FSNNA22 Keynote: Turn On, Tune In, Get Out: Rethinking Escapism and Domestic Spectatorship
Beginning Turn On, Tune In, Get Out: Rethinking Escapism and Domestic Spectatorship
articulates the need for a theory of escapism, specifically as respite
has never felt the need to get out more than the past few years but where is there to go?
Theory: escapism as a spectatorial mode, one way viewers interpolate cultural objects
"Escapism is a desire that viewers bring to media irrespective of its genre, spectacle, exhibition context, or reception culture"
Viewers bring escapism, not vice versa.
Critics call things "escapist" when they think media's artistic merit doesn't align with its popularity
Escapism is frequently deployed in reference to media that has large fan communities
Historicizing the term "escapist," which was coined in the 1930s. (Benson-Allott is including a lot of detail so look out for her book on this topic later.)
"Escapism" is used both to argue that art should uphold morals AND that art doesn't need to engage with contemporary issues.
"Escapist" is used by critics to indicate a disconnect between a piece of art and themselves.
Previous work (by only 2 scholars) looks at escapism and whose pleasure is marginalized.
Others have focused on genre but not looked at how or why viewers engage in escapism.
As a viewer's sensibility changes, the viewer needs different escape.
If different types of movies can provide escape in a shared geocultural moment, then escapism can't be located in a particular piece of media or genre.
Escape from what? Not necessarily about a change of locale. "If it were, all fantasy films would supply escape to all viewers."
"Escape may be hard to achieve, but it is not site-specific."
Lots of talk here about how what we're escaping is being ourselves, which makes me think about the Daniel Tiger song: "You can change your hair or what you wear but no matter what you do, you're still you."
"Because pleasure is a process, it represents an escap-ing, rather than an escape."
"It cannot be an end, because it ends."
We can find escapism in media that acknowledges inequity and injustice.
"Desiring escape is not the same as desiring oblivion or obliviousness..."
Seriously this work is super rich and I can't possibly capture it all in a Twitter thread.
Escape as ex-cendance: getting out so you can go back
#FSNNA22 Live Blog: Fandom During/After Covid
Next session: Fandom During/After COVID
âReaching Fans Through Deeper Interaction: The Case of Concerts Through Games and Interactive Spacesâ
4 cases of concerts in games and interactive spaces: Fortnite is mostly a business approach.
Case 2: Adventure Quest 3D: Fan connection through gameplay
Porter Robinson: Secret Spy more about connecting fans through virtual spaces, chat, avatars, VR
Case 4: Concerts organized by Wave. Real-time motion capture. Trying to create interaction between artist and fans.
Key takeaways: new ways for fans to connect, artists found new ways to interact. "What is the impact of the fan persona?"
Talking about how stage musicals in China are thriving while Broadway is not - uses the closing of Phantom of the Opera on Broadway as an example.
First key to success is the introduction of the immersive theater genre. Special environments and audience participation.
Immersive theater's smaller audience size is good during pandemic
2nd key: Embracing idol fandom. Free drawing for idol performer cards. Exploiting fan labor for marketing.
Fan-made souvenirs, fan photography.
Key #3: Let's queer the theatres. All-male cast, cross-dressing, queer-baiting. These all appeal to female gaze. ([@KimberlyHirsh](https://micro.blog/KimberlyHirsh): How is Takarazuka doing? Could be a cool transnational study.)
"the pleasure obtained from face-to-face interaction is irreplaceable"
All previous Eva Liu tweets are from @EvaLiu1996
âPodficcing in the Pandemicâ Key terms: Accessibility, Identity, Experience, Creating, Consuming, Socializing
Podfic is fanfiction recorded aloud and shared as audiopods online. Some people never thought of it as accessible while other people, esp with print disability, used it. ([@KimberlyHirsh](https://micro.blog/KimberlyHirsh): like fanfiction audiobooks)
Some fans used time they would otherwise have gone out to socialize to record podfic. Others experienced trauma and/or just felt pandemic didn't give them more time to create.
Listening to human voices made people feel less alone, but people who lost their commute or had more other people at home listened to less podfic.
Podfic community was an important social activity for some participants.
ââAre We Friends or Opponents?â Fansâ Relationship Changes from Online To Offlineâ with Yuhang Zheng
In idol fans pre-COVID there was a hierarchy where offline fans were considered "core fans" and online fans were more peripheral, but as idols moved activities online during COVID-19, this dynamic changed.
More affordable to attend signings, don't have to navigate physical distance
Change of fan space made it more equitable, less hierarchical. Will the old patterns resurface? How do these patterns work in fandoms surrounding fictional works/characters?
with Dina Rasolofoarison: âWhere Is roundtables Fandom Acted Out in 2022? An Update on Places of Fan Practicesâ
inclusive definition of fandom - not just cult media, but specific nations/cultures, cooking, and more
2 dimensions of places: 1. places have functions, 2. places of substitute consumption - driven by restrictions of time, money, or place
There's lots of great conversation happening in this session but I got distracted and am a little overwhelmed, sorry.
Eva talked about my question about Takarazuka, pointing out that while Takarazuka (Japanese all-women musical theater) has a strict division between otokoyaku (performers who always play men) and musumeyaku (performers who always play women) 1/2
...Chinese and South Korean immersive theaters that feature all-male casts might have a performer play a man in one production and a woman in another.
#FSNNA2022 Live Blog: The New Bedroom Cultures
introducing the panel "The New Bedroom Cultures"
âThe Growth of Fangirls and Fanfiction During the COVID-19 Lockdownâ "A bit of an accidental autoethnographic activity"
Dissertation focused on Harley Quinn and her relationship with her fangirls. Argued that Harley moved from sexualized object of the male gaze to reclaimed character, and credits fanfiction with this move.
Interested in the transition of fans from producers to consumers.
Fell down a fanfiction rabbithole on TikTok.
Sociology theory about bedroom culture highlights bedroom as a sacred space for adolescent girls, originally considered bedroom as consumer space but more recent scholarship argues that bedroom culture includes production
The transition from consumer to producer was pressurized during lockdown, which led to a boom of fan engagement.
Discusses fannish bedroom cultures during the lockdown, fanfiction as a bedroom ritual. Presentation draws on interviews conducted during Master's.
Title of talk is âA Fandom of Oneâs Own: Fanfiction as a Bedroom Ritual During COVID-19â
Fanfiction is defined by intimacy, both in its topics and in the spaces it exists in.
Participants could personalize emotion via tags: hurt/comfort, enemies-to-loves, fluff...
"reception on a loop" You experience the original media, seek out fan-created media, engage in fan practices regularly, which drives you to seek out the next piece of new media.
Reading fanfiction is a personal ritual, "alone time"
Socialization in digital spaces allowed fans to maintain kinship and community.
notes that @andolfi_lea mentioned parasocial relationships which probably all of them have something to say about
Dr. Welsh-Burke's talk is ââI Am on My KNEESâ: TikTok as a New Site of Adolescent Sexual Desireâ
looking at experience of female fans as producers and fans
Noticed enthusiastic display of sexual desire in caption of fan vid on TikTok, liked it and started to get more recs for things where people have "extreme affective responses"
This content on TikTok was a positive reclamation of the stereotype of fangirls as only interested in certain topics (e.g. sexy topics)
TikTok is an especially bedroom-y media space in terms of both creation and consumption.
presenting âBedroom Cultures but Make It Enby Cottage Core: Reading Shakespeare as a Disabled Trans Fanâ
warning: going to discuss bigotry, esp. transphobia, and safety
Discussing reading Shakespeare's "As You Like It" as a trans text. Rosalind & Celia live a queer-utopian cottagecore life in the Forest of Arden.
IRL when marginalized people meet each other it's not always self. There's bigotry related to different combos of marginalization.
In The Forest of Arden, it feels as if everyone is safe.
"If all those queer people running around in the forest are the monsters, then we have nothing to fear. Everyone is safe."
In the Forest of Arden, "everyone is always possibly polyamorous." It's bittersweet to contrast this with spaces in real life.
This contrast is more pronounced when the person doing the looking/reading is trans & disabled.
Anecdote about harassment at a coffee shop that ended with Dean feeling the owners of the shop would blame Dean for being a magnet for harassment if a similar incident happened again.
The "depressing, gray" bedroom experience is attractive because there aren't a lot of people that can harass you there.
There's an interesting relationship between trans' people's experience of being expected not to even exist outside and these fantasies of the cottagecore forest (and other safe spaces) inside.
In some fandoms, e.g. superhero and Star Wars, other people in fandoms perceive the source material as "serious" and were worried fangirls would "drag it down" because fangirls are interested in "silly things"
The discussion is getting really good but I'm struggling to keep up with tweets, sorry!
Saw Twitter thread about how there used to be no women in nerdy spaces and, of course, there were and many people argued against OP but sadly lots of people were also agreeing.
There's a similar phenomenon where people claim there weren't trans people in fan spaces in the past, which is patently untrue.
"It's interesting to think about the multiplicities of bedroom cultures that are getting made" - referring to a statement @DeanLeetal made about how different people need different forms of escape.
We need art of everyone in their own bedrooms engaging with their own bedroom cultures.
Creator of that original video on TikTok shut down their account. This leads to loss of a lot of born-digital stuff that it would be good to capture for methodology. (Come to our #FanLIS session and talk to us about born-digital preservation!)
As fans we have to do that work of archiving. ([@KimberlyHirsh](https://micro.blog/KimberlyHirsh): shout-out to @De_Kosnik's book Rogue Archives)
It's also an ethical question - if we've preserved something, do we keep studying it even after the creator has taken it down?
When fanfiction is brought up to creators/actors, it's often in a degrading way.
There's also an issue of consent with actors, who might not want to hear about what their characters get up to in fanfiction.
In chat, Erin Lee Mock points out "For many people, COVID lockdown was not an experience of isolation, but of greater carework obligations, etc. Is there space within discussion of "bedroom cultures" for these individuals, especially as relates to fan production?"
Talking about how even as teens, girls often have more caregiving responsibilities so in that sense bedroom cultures still works.
Points out that home is not always a safe space, especially for multiply marginalized people.
Luisa de Mesquita asks "I was wondering if there are any significant differences in engagement with fandom and fannish practices between those who were already 'established' fans and those who became fans during the pandemic?"
speculating that it will vary - some people will have come to fandom during the pandemic and stay in it for life, but others as they are less isolated will engage with fandom less
Kirsten Crowe asks "I wonder about the experience of college aged people returning to their childhood bedrooms and how that shaped fannish experiences in terms of bedroom culture during the pandemic"
Yes, thanks to pandemic I finished my MSc in my childhood bedroom, will finish my PhD in childhood bedroom, doing this from childhood bedroom đ
That last tweet should've been from @SandbachElise.
It's really interesting to return to your childhood bedroom and engage with fandom on a new platform when you engaged with fandom there years ago.
It's interesting to note that we're in our bedrooms studying other people in their bedrooms.
Coburn, C. E., & Penuel, W. R. (2016). Research-practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48.
Coburn and Penuel review evidence of the outcomes and dynamics of research-practice partnerships in a variety of fields and then articulate a research agenda for exploring these outcomes and dynamics in the field of education.
Research-practice partnerships âare long -term collaborations between practitioners and researchers that are organized to investigate problems of practice and solutions for improving schools and school districtsâ (p. 1). â…research on the impact of RPPs in education is sparse and focused on a narrow range of outcomesâ (p. 2).
Extant research focuses on the challenges of RPPs, not on the designs or strategies participants in the partnerships use to address those challenges.
Key characteristics of research-practice partnerships: they are long-term, involving a shared, âopen-ended commitment to build and sustain a working collaboration over multiple projectsâ (p. 3) âthey focus on problems of practice: key dilemmas and challenges that practitioners faceâ (p. 3) they are mutualistic, with researchers and practitioners sharing authority and jointly negotiating the direction of the work âthey involve original analysis of data,â in which participants collect and analyze their own data along with analyzing existing administrative data, answering key questions (in the case of education, these are usually questions posed by the school district)
Outcomes
Most research in a variety of fields focuses on the impact of interventions that are themselves outcomes of RPPs, rather than on the impact of the RPPs themselves.
Much research points to positive outcomes from RPP-developed interventions, but a lot of RPPs are not subject to any systematic inquiry and thus it isnât apparent whether or not the success of the interventions is due to their creation as part of an RPP. â…these studies do not address the value of the partnerships themselves, above and beyond the particular innovations they produceâ (p. 7)
Evidence suggests that participation in research-practice partnerships leads to greater access to research, but mixed evidence suggests that it is not clear whether greater access to research necessarily leads to greater use of research in decision-making.
Little systematic research investigates the influence of co-design on intervention uptake, or whether participating in RPPs âbuilds a deeper understanding of the research process or research findings, an appreciation for the value of research to inform decision-making, or capacity to engage in research-informed practices and policies or use research as part of continuous improvement effortsâ (p. 8). There is also scant research about unintended outcomes of RPPs.
Dynamics
Most research on the dynamics of RPPs, âhow they actually work and the mechanisms by which they foster educational improvement,â relies on first-person reflections of researchers involved in the work written after-the-fact, rather than systematic inquiry conducted simultaneously with RPPs themselves by outside investigators.
What research there is conducted by outside investigators focuses primarily on the challenges participants in RPPs face, including difficulties in communication and expectations, limitations imposed by the organizational realities of school systems, and the politicized environment present in educational organizations.
This research rarely illuminates strategies RPPs use to address these challenges, and almost never addresses both dynamics and outcomes simultaneously.
Research Agenda
Coburn and Penuel suggest the following elements of a research agenda for studying RPPs in education:
- Outcomes: consequences of RPPs for students, individual & organizational change, use of research, spread & scale of innovation, negative/unintended outcomes, whether RPPS influence the wider field, failed partnerships
- Comparative studies: how varying designs & contexts impact outcomes
- Targeted studies of specific strategies: tools, strategies, and routines for addressing challenges
- Political dimensions of partnerships: whether politics gets in the way of research use, strategies for navigating politicized environments
âWith a broader evidence base in both the dynamics and outcomes of RPPs, we can develop a better sense of whether, when, and how RPPs are a viable and effective way for research to support broad and sustainable improvements to educational systems.â (p. 15)
#CLS2022: Creating Equitable and Inclusive Library Spaces in the Face of Obstacles
I didnât get to liveblog/tweet this session because I was co-facilitating it, but Iâm jotting down a few takeaways and a list of resources/links in hopes they will be of use to folks.
Our panelists were:
- Julie Stivers, middle school librarian at Mt. Vernon Middle School in Raleigh, NC
- Miles, a rising high school junior and former student of Julieâs
- Kym Powe, Children and YA Consultant, Connecticut State Library
- Juan Rubio, Digital Media and Learning Program Manager, Seattle Public Library
- Sandra Hughes-Hassell, Professor at the University of North Carolina at Chapel Hill School of Information and Library Science
We opened by asking the panelists to share their broad perspectives on creating equitable and inclusive library perspectives.
Connected Learning Lab Senior Research Manager Amanda Wortman took awesome notes on these. Here are some big ideas:
- Hold onto why you do the work.
- Recognize structural aspects of fostering equity and inclusion and simultaneously equip library staff to take individual action.
- Center the voices and experiences of youth themselves.
We then launched into some questions based on our work in the Transforming Teen Services for Equity, Diversity, and Inclusion project. I basically acted as a clueless, well-intentioned librarian asking for help.
How do I know if Iâm actually creating an inclusive space?
You might not be able to tell, but if your love for the work shines through, youâre moving in the right direction. When your space starts to feel like a living room and a community hub, keep doing what youâre doing and grow more in the same vein. Look at yourself and your colleagues; what unstated or invisible expectations are you communicating? They might be making the space less inclusive.
I think Iâm creating inclusive spaces but people arenât actually coming into them. What should I do?
LEAVE THE BUILDING. There are a lot of reasons people might not come. Go to where they already are. Consider not just your own actions, but those of your colleagues. Are other people in the space making it less equitable and inclusive? Build authentic relationships, in or out of the library. The relationship with the person is more important than the presence of the physical space. Change the power structures in the space; design with youth rather than for them.
I know I need to leave the building but Iâm overwhelmed. How do I start?
You start by starting. Team up with a friend. Build on the work of a colleague near or far who has already gone out; learn from their experiences. Donât stop going out after one attempt doesnât work. Move on to the next potential place or partner. Keep trying. Youâll eventually find the right fit.
Okay Iâm ready! But I talked to my supervisor and they said I canât leave the building. Whatâs my next step?
Relationships are important here, too. Build a relationship with your supervisor. Help them understand the value of the work youâre doing and why itâs important to go into the community. Write a formal proposal for the supervisor. Include outcomes and impact. Make it clear it wonât take you out of the building for a whole day at a time.
How can school and public librarians think beyond just going into each othersâ spaces? How can we get to places that donât have library or school vibes?
Go to where they spend time outside of school. If youâre partnering with a school, think about going to extracurricular events that donât feel so formal and school-y. Recognize that what matters most is that youth get what they need, not who provides it or where.
I want to learn more! What should I do next?
- Attend events like the Connected Learning Summit.
- Look for free professional development like Project READY.
- Talk to your state library.
Links
- YALSA Article describing #LibFive
- Images of Practice: #LibFive at Mount Vernon Middle School (featuring youth researchers!)
- #LibFive Infographic
- VRtality website
- Article in American Libraries about VRtality
- “From Safe Spaces to Brave Spaces”
- Project READY: Reimagining Equity & Access for Diverse Youth
- GELS: Growing Equitable Library Services
- Equity Literacy Institute
- Project ENABLE (one of the models for Project READY!)
- WebJunction
- Radical Hospitality
- Racial Equity Institute
- EmbraceRace