Axiologies established in/by fan performance in fanzines produced in a dialogical mediation of literary reading

Abstract

This study analyzes the axiological nuances that arise when students engaged in a dialogical mediation of literary reading are urged to perform as fans of the works they have read. To this end, we cross-reference the understanding of dialogic teaching with that of literary literacy, drawing on Bakhtin's understanding of discursive genre to consider fanzines as a possibility for fulfilling the purposes of dialogic mediations of literary reading. Methodologically, this study is an action research project, whose analysis is based on the modus operandi of dialogic discourse analysis with a focus on fanzine productions. The results indicate that, in order to perform the identity of fans in the fanzines produced, student fanzine makers axiologically mark their statements in such a way as to invite their interlocutors to experience the emotions provoked by the texts read. Furthermore, it is clear that the producers adapt the plots of the works read in accordance with their own ethical life experience. Thus, we see that dialogical proposals for literary reading encourage participants to engage with the literary text and to experiment with ways of being and acting, in and through language, based on their experience of literary literacy.