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Critique I owe people

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Framework: Fandom studies first arose as a field of research in 1992 from the works of Lewis (1992), Bacon-Smith (1992), and Jenkins (1992) with the objective of understanding why fans were “not taken seriously as research subjects by critics and scholars” (Lewis, 1992) despite being a “complex, multidimensional phenomenon, inviting many forms of participation and levels of engagement” (Jenkins 1992). Since then, with the burgeoning of the internet and popularization of social media networks, fandom studies scholars have developed new ways of conducting research on digital cultures and online communities through investigative practices of transmedia and participatory culture (Bennett, 2014). Because of this growth into the digital spaces of fandom, new aspects of looking at participatory cultures emerged to be studied (Bennett, 2014). Online fan communities provided opportunities to look at understandings of race (Gatson & Reid, 2012; Stanfill, 2018; Young, 2014), disability (Wagner & Lothian, 2014; Cook, 2019; Howell, 2019), feminism (Leiser, 2018; Brown, 2018; Williams, 2019), and sexuality (Coker, 2015; Wei, 2014; Attu & Terras, 2017; Haimson, Dame-Griff, Capello, & Richter, 2019) from the perspective of individuals expressing their fanaticism (Lothian, Busse, & Reid, 2007). To scholars of pedagogy, one aspect of fandom emerged as a particular interest: affinity groups that gather around a specific focus and produce original compositions as a part of their fanaticism (DeLuca, 2018). In the work by DeLuca (2018) on Online Fandom Communities and Affinity groups as Sites for Public Writing Pedagogy, she looked to the Game of Thrones fandom on Tumblr as a source of inspiration for improving the way that students engage with original writing composition and public engagement. DeLuca identified in this exploration that online writing communities provide opportunities for students to write for an audience that they place an inherent value in, engage with content in a way that is meaningful for the student’s own interests and passions, and practice skills of communication that may be transferable to situations beyond educational settings. My work builds upon this framework of fandom communities as a space of learning and adds to it by investigating a fandom community devoted to academic writing and scientific literacy: the SCP Foundation (SCPF).

Context: The SCPF wiki is a flash-fiction fandom writing website specialized in magical realism - fiction that presents a mundane or otherwise real-world setting with magical or supernatural elements (Bowers, 2004) - and speculative fiction - a “super-genre” of fiction that deals with the latent possibilities for society by asking questions of “what if?” (Atwood, 2011). The content produced by the SCPF writing community is unique among online writing communities due to the academic prose (Coxhead & Byrd, 2007) of the mock-documents in the SCP Series I-VI database (Jacocks, 2017) and the academic model of peer review employed by authors of the website.
The SCP Series I-VI database presents thousands of entries written by site authors in the style of academic reports that have been “declassified” from the records of “the Foundation” – a fictitious organization charged with securing, containing, and protecting anomalous objects, entities, and phenomena. Entries that appear in this database follow a template of cataloguing “anomalies” with the use of item numbers, descriptive categorical attributes, safe containment or handling procedures, and passive-voice descriptions of the subject. When writing for this catalogue, authors present an intended narrative or explore an interesting phenomenon through a scientific prose (Jacocks, 2017) reminiscent of the popular children’s books of the -ology series by Dugald Steer or the Flanimals series by Ricky Gervais. The format of the Series I-VI database presents a communal worldbuilding exercise, feeding the wonder inherent to peering through the looking glass into the Foundation’s world, while making commentary on the reality of the subject and the ramifications that would follow its existence and study.
Writing for the SCPF wiki entrenches authors in an interdisciplinary writing task that makes use of academic prose in order to present commentary of academia and society at large through the use of magical realism and speculative fiction. In SCP-1609 (Rioghail, 2012), the author criticizes the destructive nature of militarized science through presenting a sentient chair that has been tossed into a woodchipper by military scientists who are attempting to “'protect the world' by destroying it”. In SCP-2966 (WWIflyingace, 2016), the author describes the ramifications of violating the laws of physics by making infinite toilet paper and, in the process, criticizes academics that believe “anyone with a doctorate should be able to understand others' work, even if it's in a different branch”. And in SCP-5367 (Pedagon, 2020), I presented a critique of standardized teaching methods through an exploration of a set of magical tools that exploit quantum mechanics. What makes this publication unique is that authors without formal training in science writing and communication are not excluded from participating in the process of storytelling in the community. Before contributing to this database, users are expected to participate in a process of peer review by submitting a proposal to be reviewed by established authors with more than 3 articles received positively on the site, writing drafts to be reviewed by other writers and volunteer editors, and requesting final in-depth peer review from established authors before making the final post to the wiki. To facilitate this process effectively and ensure quality of feedback, members of the SCPF wiki community have made guides on how to present an idea effectively for critique, how to give and receive feedback well, and how to ensure accuracy of information in an article by finding reliable sources. In my study, I intend to investigate the SCPFW community as an informal learning environment where authors develop academic writing skills, develop effective research skills, learn professional communication and feedback skills, and functionally explore interdisciplinary content. I will investigate this topic through answering the question of “To what extent does writing for the SCPF wiki act as an informal learning exercise of academic and professional skills?”

Researcher Context: The proposed study compliments my current master’s research, ████████████████████████████████, by continuing to investigate how people without scientific backgrounds engage with the academic skills and literacies taught in formal programs. Additionally, I have been an engaged member of the SCPFW community ever since 2008 as an avid reader and have recently become a frequent author and editor. I have one solo-author article currently listed in the Series I-VI database, two tales, and numerous editing credits. My experience with the SCPF writing community and my prior research experience on making science accessible to the public make me uniquely qualified to conduct this proposed study effectively and ethically. Furthermore, I will be applying for the Educational Research PhD program at the University of ██████████ to be supervised by Dr. ██████████, who has expressed interest in supervising the proposed work. Dr. ████████ will add to the quality of my work by providing insight from her expertise in anthropological research methods, interdisciplinary and transdisciplinary scholarship, and work on the decentering of academia.

Methodology: To investigate my research question, I will use the methodology of cyberethnography as described by Hine (2000) - where the internet is viewed as both culture and cultural artifact and the researcher acts as a participant observer. Due to the fact that SCPF authors engage in a form of participatory culture unique to fandom communities (Jenkins, 2006), it is only appropriate to treat the community as such and engage with it as a cultural entity (Coppa, 2014). To study this community as a participant observer, I will continue to engage with the SCPF writing community as an editor and writer throughout the study, granting me insight into the context of discussions with participants and knowledge of the community as a whole in order to truthfully represent the community as it exists at the time. In phase one of the study, I will invite established authors, those with an author page on the wiki (i.e. more than 3 works published in the Series I-VI database), to participate in a qualitative survey of their experiences of writing for the SCPF wiki and engaging with the peer-review process as both reviewees and reviewers. Specifically, I will be asking them what they believe they have gained by being a part of the SCPF community, how being a part of the SCPF community has impacted their lives beyond the wiki, and what initially drew them towards the SCPF community and inspired them to write for the wiki. In phase two, I will interview interested authors through a semi-structured interview on their experiences of being a part of the SCPF community. This will include, in addition to elaboration on the survey questions, discussions around what it was like to first write for the wiki, what it was like to first go through the review process, and what it is like to write for the wiki now that they are established contributors. I will then compliment the data collected from participants in both phases with my own experiences of being a participant-observer while writing for the SCPF wiki myself. 

References


Anderson Howell, K. (2019). Human activity: Fan studies, fandom, disability and the classroom. The Journal of Fandom Studies, 7(1), 3-6.
Attu, R., & Terras, M. (2017). What people study when they study Tumblr. Journal of Documentation.
Atwood, M. (2011). In other worlds: SF and the human imagination. Anchor.
Bacon-Smith, C. (1992). Enterprising women: Television fandom and the creation of popular myth. University of Pennsylvania Press.
Bennett, L. (2014). Tracing textual poachers: Reflections on the development of fan studies and digital fandom. The Journal of Fandom Studies, 2(1), 5-20.
Bowers, M. A. (2013). Magic (al) realism. Routledge.
Brown, S. A. (2018). Millennial fandom and the failures of Switched at Birth's sexual assault education campaign. Transformative Works and Cultures, 26.
Brown, J. A. (2018). # wheresRey: feminism, protest, and merchandising sexism in Star Wars: The Force Awakens. Feminist media studies, 18(3), 335-348.
Coker, C. (2015). Everybody’s bi in the future: Constructing sexuality in the Star Trek Reboot fandom. The Journal of Fandom Studies, 3(2), 195-210.
Cook, T. N. (2019). ‘All dwarfs are bastards’: Game of Thrones as disability studies pedagogy. The Journal of Fandom Studies, 7(1), 35-46.
Coppa, F. (2014). Fuck yeah, fandom is beautiful. The Journal of Fandom Studies, 2(1), 73-82.
Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of second language writing, 16(3), 129-147.
DeLuca, K. (2018). Shared passions, shared compositions: Online fandom communities and affinity groups as sites for public writing pedagogy. Computers and Composition, 47, 75-92.
Gatson, S. N., & Reid, R. A. (2012). Race and ethnicity in fandom. Transformative Works and Cultures, 8(1).
Haimson, O. L., Dame-Griff, A., Capello, E., & Richter, Z. (2019). Tumblr was a trans technology: the meaning, importance, history, and future of trans technologies. Feminist Media Studies, 1-17.
Hine, C. (2000). Virtual ethnography . Sage.
Jacocks, O. (2017). Containment Breach: Exploring the Intersections of Narrative and Database from Encyclopédie to Wiki (Doctoral dissertation).
Jenkins, H. (1992). Textual poachers: Studies in culture and communication. Abingdon-onthames: routledge.
Jenkins, H. (2006). Fans, bloggers, and gamers: Exploring participatory culture. nyu Press.
Leiser, S. (2018). Throne of Fans: Examining the Roles of Feminism, Platform and Community in an Online Fandom.
Lewis, L. A. (Ed.). (1992). The adoring audience: Fan culture and popular media. Psychology Press.
Lothian, A., Busse, K., & Reid, R. A. (2007). “Yearning Void and Infinite Potential”: Online Slash Fandom as Queer Female Space. English Language Notes, 45(2), 103.
Pedagon. (2020). SCP-5367. Retrieved from http://scp-wiki.wikidot.com/scp-5367
Rioghail. (2012). SCP-1609. Retrieved from http://www.scp-wiki.net/scp-1609
Stanfill, M. (2018). The unbearable whiteness of fandom and fan studies. A companion to media fandom and fan studies, 305-17.
Wagner, K., & Lothian, A. (2014). Access and fandom: Disability studies from a feminist science fiction perspective. Disability Studies Quarterly, 34(2).
Wei, J. (2014). Queer encounters between Iron Man and Chinese boys' love fandom. Transformative Works and Cultures, (17).
Williams, J. (2019). Nice For What? A Critical Analysis of Drake, Millennial Feminism and the Negotiation of ‘Wokeness’ in Female Hip-Hop Fandom (Doctoral dissertation, University of Huddersfield).
WWIflyingace. (2016). SCP-2966. Retrieved from http://www.scp-wiki.net/scp-2966
Young, H. (2014). Race in online fantasy fandom: Whiteness on Westeros. org. Continuum, 28(5), 737-747. 

Others


collab:pedagon-impperatrix-drhajovsky-2021FebFlight2
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Latest comment: at
Last edited: Impperatrix at 01 Mar 2021 08:17


Welcome to the hub page for February 2021 Flight 2's TEAM OF EXTRAORDINARY CRITTERS (name pending)!! This page is for Impperatrix, Dr Hajovsky, and myself(Pedagon) to add crit, have conversations,...
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Pedagon_Homepage
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Critique I owe people Dune Not_a_seagull Its a bad idea Ayumi TheDevelopingCookie Ralliston (Greedy boy) http://kontainer.djkakt.us/sigma:j-dune-vi Uncle Charlie Round 2 – hide block Special...
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Pedagon_Drafting
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Last edited: Pedagon at 07 Oct 2020 03:44

Typewriter
SCP-8701 + Original - Close Original Description: SCP-8701 is a Hansen “Writing Ball” (serial # 125), manufactured in1882 by the inventor Rasmus Malling-Hansen in Copenhagen, Denmark. The...
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Pedagon_DoS
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Last edited: Pedagon at 31 Aug 2020 00:44


Item #: SCP-XXXX Object Class: Safe - Cernnunos Special Containment Procedures: SCP-XXXX is to be kept on floor 17 of Site-88. Removal for testing requires approval from the SCP-XXXX project...
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Last edited: Pedagon at 11 Aug 2020 23:18


WARNING: THE FOLLOWING FILE IS PENDING ACCEPTANCE BY THE ADMINISTRATIVE DEPARTMENT FOR SCP OBJECT CLASSIFICATION ANY ATTEMPT TO ACCESS THIS FILE WITHOUT LEVEL 4 AUTHORIZATION IN THE DEPARTMENT OF...
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Pedagon_Finalizing
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Last edited: Pedagon at 27 Oct 2020 21:40

Snow_town
Photo taken by drone of SCP-XXX on August 15th, 2019. Special Containment Procedures: The area enclosing SCP-XXX has been designated as Site-XX in order to discourage civilian trespassing and...
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Collab:Pedagon-and-Phiiota
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Last edited: Phiiota at 02 Sep 2020 23:09


COLOR KEY: RUSTY RED [#DA2C43]: Information that will be or is planned to be redacted. Pedagon's notes SCP-XXXX Version 1 SCP-XXXX Version 2 SCP-XXXX Version 3 SCP-XXXX Version 3 2.0 SCP-XXXX...
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Pedagon's Sandbox
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NMR_Trapped
Ambrose Ice Cream Ambrose Ice Cream V2 Ambrose Ice Cream V3 Chia Pet Grad Cap Ella Minnow Pea AWCY Blindness Creatures inside a K-Class Scenario -J High School Musical of 76 SCP in universe Tree...
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