"Everyone Gets a Say"- Discussion Flyer for Nov 18

Discussion Flyer for Nov 18, by Jane Parkerton

Williams, Bronwyn T. “Everyone Gets a Say: Changes in Audience.” Shimmering Literacies: Popular Culture & Reading & Writing Online. New York: Peter Lang, 2009. 29-61. Print.

In Chapter Two of his book, “Everyone Gets a Say: Changes in Audience,” Bronwyn Williams argues that online technologies have changed the definition of audience to a more interactive and participatory model which “changes both the experience of watching the show and the act of making meaning” (37). Popular culture, at least as practiced through online technologies, is no longer an isolating and passive event.
In this chapter Williams explores the literacy practices of young adult college students as they read and write in online technologies. He focuses primarily on fan forums as he explores the students’ changing concepts of audience through their online technology practices. Fan forums, he says, are “online spaces where individuals can discuss a program, film, band, computer game, or any other element of popular culture such as a particular celebrity” (37). Some examples are Television Without Pity, Harry Potter and Lord of the Rings.
Williams describes the students’ growing awareness of and competence in their literacy practices as they negotiate online audiences and develop a sense of ownership of text and authority, and a regard for credibility. Through reading and posting (writing) students become adept at writing for different audiences, “real” audiences with the potential and the expectation that readers will write back. He quotes student Ashley as she talks about analyzing fellow fan comments, “Everybody gets a say and you expect everyone to get a say” (40).

For discussion:
1. Williams argues that the students’ participation in fan forums produces communal making of meaning through collective intelligence. Collective intelligence is made possible through the ability to share knowledge and ideas online and make meaning through community effort.

My first question is, how might this collective intelligence and communal participatory nature of the students’ online literacy practices be compared to the reading and literacy practices of the people of Trackton? Remember the letter read on the porch by Lillie Mae (see page 197 of Heath's Ways With Words). Heath says, "The question 'What does this mean?' was answered not only from the information in print, but from the group's joint bringing of experience to the text" (197).

2. Williams says, “What young people learn about audience from writing about popular culture online has a number of implications for literary research and teaching. Whether on fan forums or lists or personal WebPages, it is clear that students are gaining real understandings of the role of audience awareness in writing and the consequences of misjudging an audience” (61).

My second question is, after reading this article, have you gained a new understanding and respect for young adults’ literacy practices and abilities. I am remembering our discussion in class last week on cultural literacy. Many of us were bemoaning the lack of cultural knowledge of young adults. Does it now seem possible that we have misjudged these young people?