RT Video/ DVD
T1 Fan-Based Learning in Language Education.
A1 Rey-Godoy, Sergio
A1 Vazquez-Calvo, Boris
K1 Lenguas - Estudio y enseñanza
K1 Aprendizaje
K1 Redes sociales en internet
K1 Alfabetización digital
K1 Cultura popular
K1 Innovaciones tecnoloógicas
K1 Videojuegos
K1 Fans
K1 Enseñanza - Innovaciones
K1 Aprendizaje informal de lenguas
AB Conceived as an open educational resource, Fandom and Language Education is a nine-episode micro-series (≈ 5 min each) that shows how everyday fan activities become meaningful, low-cost language-learning tools—perfect for teachers, informal educators and content creators, andcurious fans. Recorded for YouTube (premiering May 2025) and archived on Zenodo under CC-BY 4.0, each episode mixes real learner stories, practical tips, and research-informed insights.Episode line-up1.     Introduction to fandom and language education: how global fan communities turn passion into language practice2.     Fanfiction in language learning: writing, reading, and feedback loops that build fluency3.     Fansubs and fan translations: multilingual subtitles and crowd translations as authentic scaffolds4.     Cosplay and conventions: face-to-face conversation and intercultural exchange in fan spaces5.     Fandom-driven motivation: why passion sustains long-term language study6.     Fan art for visual and written expression: art made by fans7.     Podcasts, vlogs and other fan media: listening and speaking through user-generated content8.     Challenges and ethics: plagiarism, misinformation, slang, and best practice9.     Conclusion and open resources: AO3, Viki, Duolingo, Discord and more for lifelong learningBy centering passion-based communities—writing fanfic, subtitling shows, crafting cosplay—Fandom and LanguageEducation demonstrates that meaningful, motivating language practice thrives where creativity and collaborationintersect. Share it, remix it, or screen it in class: the series is yours to use.
YR 2025
FD 2025
LK https://hdl.handle.net/10630/38586
UL https://hdl.handle.net/10630/38586
LA eng
NO ConceptualizationEducational vision, fan-learning focus — Sergio Rey-Godoy; Boris Vázquez-CalvoMethodologyPedagogical framework and activity design — Sergio Rey-GodoyInvestigationGathering case studies and research sources — Boris Vázquez-CalvoWriting – original draftEpisode scripts — Boris Vázquez-CalvoWriting – review & editingScript refinement and clarity checks — Sergio Rey-GodoyVisualizationStoryboards, motion graphics, illustrations, overall visual style — Sergio Rey-GodoySoftwareAudacity (audio capture & cleanup); Canva Pro (graphics & video layout); ChatGPT (wording assistance) — Sergio Rey-GodoyResourcesVoice-over narration — Sergio Rey-Godoy; Boris Vázquez-CalvoData curationCaptioning (auto-generated, reviewed by Sergio Rey-Godoy); asset archiving (Boris Vázquez-Calvo)Project administrationScheduling, asset management, production coordination — Boris Vázquez-CalvoSupervisionAcademic oversight — Boris Vázquez-CalvoFunding acquisitionGrant writing & reporting — Boris Vázquez-CalvoPlan Propio de Docencia – “Ayuda para la elaboración de materiales en vídeo,” University of Málaga, Spain (€2 000)Research project DEFINERS – Digital Language Learning of Junior Language Teachers (TED2021-129984A-I00), funded by the Spanish Government MCIN/AEI/10.13039/501100011033 and the EU NextGenerationEU/PRTROtherSpecial thanks to fan communities, participating learners, and researchers from the DEFINERS project.License: CC-BY 4.0 — feel free to reuse, remix, and share with attribution.CRediT note: Roles follow the Contributor Roles Taxonomy (https://credit.niso.org). When a task spans more than one role (e.g., video editing touches both Visualization and Software), it is listed under the role that best captures its primary scholarly contribution.
NO Universidad de Málaga
NO Agencia Estatal de Investigación
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 14 abr 2026