Online collaboration and identity work in a brony fandom: Constructing a dialogic space in a fan translation project

Q1 Social Sciences

E-Learning Pub Date : 2021-05-01 DOI:10.1177/2042753020988920

Liudmila Shafirova, K. Kumpulainen

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引用次数: 1

Abstract

Online collaboration has become a regular practice for many Internet users, reflecting the emergence of new participatory cultures in the virtual world. However, little is yet known about the processes and conditions for online collaboration in informally formed writing spaces and how these create opportunities for participants’ identity work. This ethnographic case study explores how four young adults, fans of the show My Little Pony: Friendship is Magic (bronies), negotiated a dialogic space for their online collaboration on a fan translation project and how this created opportunities for their identity work. After a year of participant observation, we collected interviews, ethnographic diaries and participants’ chats, which were analysed with qualitative content and discourse analysis methods. The findings showed how the Etherpad online writing platform used by the participants facilitated the construction of dialogic space through the visualization of a shared artefact and adjustable features. It was in this dialogic space where the participants negotiated their expert identities which furthered their discussions about writing, translating and technological innovations. The study advances present-day knowledge about online collaboration in affinity groups, engendering the construction of a dialogic space for collaborative writing and participants’ identity work.

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兄弟粉丝圈中的在线合作与身份工作：在粉丝翻译项目中构建对话空间

在线协作已成为许多互联网用户的常规做法，反映了虚拟世界中新的参与文化的出现。然而，对于在非正式形成的写作空间中进行在线合作的过程和条件，以及这些过程和条件如何为参与者的身份工作创造机会，目前还知之甚少。这项人种学案例研究探讨了四位年轻人，《我的小马：友谊是魔法》（bronies）节目的粉丝，如何为他们在粉丝翻译项目上的在线合作协商一个对话空间，以及这如何为他们的身份工作创造机会。经过一年的参与者观察，我们收集了访谈、民族志日记和参与者的聊天，并采用定性内容和话语分析方法进行了分析。研究结果表明，参与者使用的Etherpad在线写作平台如何通过共享人工制品和可调节功能的可视化来促进对话空间的构建。正是在这个对话空间里，参与者协商了他们的专家身份，这进一步推动了他们关于写作、翻译和技术创新的讨论。这项研究推进了当今关于亲和群体在线合作的知识，为合作写作和参与者的身份工作构建了一个对话空间。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.

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