It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
The Power of Popular Culture Fandoms: The Potential for Informal and Transformative Learning
Type of Presentation
Shared
Session Abstract
This session presents a case study of an individual’s transformative learning experience as a fandom member from the TV show, Glee. Overall implications for adult learning and research are discussed.
Target Audience
Educators, researchers, and students interested in exploring popular culture fandoms as sites of public pedagogy for different types of adult learning.
Learning Outcomes
First, this session will provide a brief overview of current research on popular culture and adult education. Second, participants will gain a perspective of public pedagogy and relate it to adult learning and education. Third, participants will learn about some characteristics of fandoms in popular culture context. Fourth, participants will learn how the ever- evolving Internet and social media have influenced the dynamic of popular culture fandoms. Fifth, participants will learn how fandoms as public pedagogy may be used in adult learning.
Session Description
In their 2009 literature review on popular culture and adult education, Wright and Sandlin found few studies analyzing popular culture as public pedagogy; informal learning occurring outside the classroom. They called on adult educators and researchers to explore the significance of this type of public, personal, and informal learning and encouraged them to visualize adult learning theories in the context of public pedagogy. This session is prompted by Wright and Sandlin’s call.
Fandoms are the communities of peers that surround a television show, film, or book, and may be places that adult educators and researchers wish to explore in future research when examining different types of adult learning. In presenting a case study of a personal transformative learning experience as member of the fandom from the TV show Glee, the presenter explores how popular culture fandoms can be used as sites of public pedagogy for potential transformative learning.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Thursday November 7
Primary Presenter
Connie Shih, EdS, University of Tennessee
Work Title
Doctoral Student