Heaven in Hard Times

Posted by therealmorticia

https://www.transformativeworks.org/the-otw-is-recruiting-for-twc-committee-copyeditors-tag-wranglers-and-fanlore-chair-track-volunteers/

https://www.transformativeworks.org/?p=268361

Do you have experience copyediting or proofreading academic journals? Would you like to wrangle AO3 tags? Can you read and translate from Chinese to English? Can you read and translate from Italian to English? Do you have experience in managing or leading people?

We’re excited to announce the opening of applications for:

• TWC Committee Copyeditor – closing 24 September 2025 at 23:59 UTC
• Tag Wrangling Volunteer – closing 24 September 2025 at 23:59 UTC or after 125 applications
• Tag Wrangling Volunteer (Chinese) – closing 24 September 2025 at 23:59 UTC or after 45 applications
• Tag Wrangling Volunteer (Italian) – closing 24 September 2025 at 23:59 UTC or after 30 applications
• Fanlore Chair Track Volunteer – closing 24 September 2025 at 23:59 UTC or after 40 applications

We have included more information on each role below. Open roles and applications will always be available at the volunteering page. If you don’t see a role that fits with your skills and interests now, keep an eye on the listings. We plan to put up new applications every few weeks, and we will also publicize new roles as they become available.

All applications generate a confirmation page and an auto-reply to your e-mail address. We encourage you to read the confirmation page and to whitelist our email address in your e-mail client. If you do not receive the auto-reply within 24 hours, please check your spam filters and then contact us.

If you have questions regarding volunteering for the OTW, check out our Volunteering FAQ.

TWC Committee Copyeditor

Transformative Works and Cultures (TWC) is an international peer-reviewed Diamond Open Access online publication about fan-related topics that seeks to promote dialogue between the academic community and fan communities. Copyeditors professionally copyedit submissions for TWC according to Chicago Manual of Style (CMOS) 18, Merriam-Webster online, and the TWC style guide. Editorial standards are those of a university press.

The copyeditor’s main responsibility will be to carefully copyedit word-processed manuscripts to correct errors of grammar, usage, style; normalize presentation of information; check the literature; and ensure consistency of usage of, e.g., presentation, capitalization, italic, and numbers.

Applicants are required to pass a brief copyediting test that will be drawn from live copy (a not yet published article that is currently in production). All returned tests will be assessed and the applicant provided with feedback.

Applications are due 24 September 2025

Apply for TWC Committee Copyeditor at the volunteering page! If you have further questions, please contact us.

Tag Wrangling Volunteer

The Tag Wranglers are responsible for helping to connect and sort the tags on AO3! Wranglers follow internal guidelines to choose the tags that appear in the filters and auto-complete, which link related works together. This makes it easier to browse and search on the archive.

If you’re an experienced AO3 user who likes organizing, working in teams, or having excuses to fact-check your favorite fandoms, you might enjoy tag wrangling! To join us, click through to the job description and fill in our application form. There will also be a short questionnaire that will help us assess whether you have the skills and attributes that will lead to your success in this role.

Please note: you must be 18+ in order to apply for this role. For this role, we’re currently looking for wranglers for specific fandoms only, which will change each recruitment round. Please see the application for which fandoms are in need.

Wranglers need to be fluent in English but we welcome applicants who are also fluent in other languages, especially Bahasa Indonesia (Indonesian), Čeština (Czech), Español (Spanish), isiZulu (Zulu), Polski (Polish), Português brasileiro (Brazilian Portuguese), Suomi (Finnish), Tiếng Việt (Vietnamese), Türkçe (Turkish), Українська (Ukrainian), ไทย (Thai), Русский (Russian), беларуская (Belarusian) and 한국어 (Korean) — but help with other languages would be much appreciated!

Applications are due 24 September 2025 or after 125 applications

Apply for Tag Wrangling Volunteer at the volunteering page! If you have further questions, please contact us.

Tag Wrangling Volunteer (Chinese)

The Tag Wranglers are responsible for helping to connect and sort the tags on AO3! Wranglers follow internal guidelines to choose the tags that appear in the filters and auto-complete, which link related works together. This makes it easier to browse and search on the archive.

If you’re an experienced AO3 user who likes organizing, working in teams, or having excuses to fact-check your favorite fandoms, you might enjoy Tag Wrangling! To join us, click through to the job description and fill in our application form. There will also be a short questionnaire that will help us assess whether you have the skills and attributes that will lead to your success in this role.

Please note: you must be 18+ in order to apply for this role. For this role we’re currently looking for applicants who are fluent in both English and Chinese.We welcome all Chinese dialects! The work will involve both regular Tag Wrangling work and translating tags from Chinese into English.

Applications are due 24 September 2025 or after 45 applications

Apply for Tag Wrangling Volunteer (Chinese) at the volunteering page! If you have further questions, please contact us.

Tag Wrangling Volunteer (Italian)

The Tag Wranglers are responsible for helping to connect and sort the tags on AO3! Wranglers follow internal guidelines to choose the tags that appear in the filters and auto-complete, which link related works together. This makes it easier to browse and search on the archive.

If you’re an experienced AO3 user who likes organizing, working in teams, or having excuses to fact-check your favorite fandoms, you might enjoy Tag Wrangling! To join us, click through to the job description and fill in our application form. There will also be a short questionnaire that will help us assess whether you have the skills and attributes that will lead to your success in this role.

Please note: you must be 18+ in order to apply for this role. For this role we’re currently looking for applicants who are fluent in both English and Italian. The work will involve both regular Tag Wrangling work and translating tags from Italian into English.

Applications are due 24 September 2025 or after 30 applications

Apply for Tag Wrangling Volunteer (Italian) at the volunteering page! If you have further questions, please contact us.

Fanlore Chair Track Volunteer

Do you have experience in managing or leading people? Are you an organizational wizard? Do you have an interest in preserving fannish history or experience in wiki editing? The Fanlore committee is looking for new Chair Track Volunteers to join our team!

Fanlore is the committee responsible for maintaining and promoting the Fanlore wiki. We promote Fanlore on social media, run Fanlore editing challenges, support Fanlore editors, write the wiki’s policy and help pages, and respond to emails from editors and readers. The Chair Track Volunteer position is for people who have the time and dedication to learn all about our operations so that they can be considered for the role of committee Chair.

We’re looking for someone who has experience in wiki editing and an understanding of social media, who is comfortable with personnel management and training new recruits, and who is experienced in leadership or management whether in a business or nonprofit environment. Candidates also need strong time management skills and the ability to work on and track multiple tasks at a time. If that’s you, please apply!

For your application to be considered, you will be required to complete a short task within one week of submitting your application.

Applications are due 24 September 2025 or after 40 applications.

Apply for Fanlore Chair Track Volunteer at the volunteering page! If you have further questions, please contact us.

https://www.transformativeworks.org/the-otw-is-recruiting-for-twc-committee-copyeditors-tag-wranglers-and-fanlore-chair-track-volunteers/

https://www.transformativeworks.org/?p=268361

Posted by therealmorticia

https://www.transformativeworks.org/otw-guest-post-fandoms-in-the-classroom/

https://www.transformativeworks.org/?p=267984

Every month the OTW hosts guest posts on our OTW News accounts to provide an outside perspective on the OTW or aspects of fandom. These posts express each individual’s personal views and do not necessarily reflect the views of the OTW or constitute OTW policy.

Karis Jones, PhD (she/her) is an educator, literacy consultant, public humanities scholar, and community activist, as well as Assistant Professor of Secondary English Language Arts at Baylor University. She has published widely, including in the journal of Transformative Works and Culture, and won several scholarly awards from the American Educational Research Association.

Scott Storm, PhD (he/him) is an Assistant Professor of Literacy in the School of Education at the University at Albany, State University of New York. Scott is a former high school teacher with 15 years of experience designing, founding, and sustaining urban public schools; his work has appeared in Journal of Literacy Research, Literacy Research: Theory, Method, and Practice, Journal of Adolescent & Adult Literacy, and English Teaching Practice & Critique, among others.

Today, Dr. Karis Jones and Dr. Scott Storm, authors of the book Fandoms in the Classroom: A Social Justice Approach to Transforming Literacy Learning—join us to talk about how bringing fandom into the classroom can turn student passion into real learning.

How did you first find out about fandom and fanworks?

As fans of fantasy and science fiction genres ourselves, we have long been interested in fandoms and fan cultures. Even as teens, we wrote our own creative fanworks inspired by the stories that we loved. Once we became teachers, we noticed that our students had incredible passionate intensities around the fandoms that they loved. Moreover, they were participants in fan cultures, reading memes, analyzing discourse, and writing fanfiction. As English language arts teachers, we noticed that students were not only excited about participating in fandoms, but also that these were spaces of rich literacy learning. For example, students posting their original writing online often revised their stories based on feedback from the community in order to strengthen the writing and deepen connections. Reflecting on how important fandoms had been to us and in seeing how important fandoms were to our students, we knew that we had to think about how to make school a place that could support these passionate student interests for literacy learning.

Your book highlights how bringing fandoms into the classroom can shift the focus toward student experiences and interests. How does this approach support a more student-centered form of pedagogy, and what kinds of transformations have you seen as a result?

Many English teachers create lectures focused on the teacher’s interpretations of often-read canonical literature. This puts the thrust of intellectual work on teachers. However, it is students who need to be doing the learning and who should therefore do much more of the daily intellectual work of the classroom. We use students’ interests in fandoms in order to center student expertise. Students come with much knowledge about how the texts that they love were created and about some of the different ways to interpret those texts. We have students lead inquiry-based discussions with their peers to dig even deeper into these texts. Then they build off these discussions by reading extensively, writing analytic papers, and presenting their work to the local community. As students engage with fandoms they love, we note when they are using literary elements to create deeper interpretations. For example, sometimes a student will trace the metaphors or characterization in a fandom but might not use those exact words to do so. During student-led class discussions, we sit in the circle with students and chime in when they are using an analytic tool and that literary scholars have given a special name like metaphor, hyperbole, archetypes, or tropes. In this way, over a few weeks, we build a large set of analytic tools that students use to make sense of texts. Thus, throughout all the discussion, reading, and writing that students are doing in our classes, students are learning deeply because it is the students who are doing the crux of the intellectual work.

One of the intriguing ideas in your book is the reframing of academic disciplines as fandoms. How might this way of thinking open up new possibilities for teaching across different disciplines?

In Chapter 6 “Imagining Academic Disciplines as Fandoms,” we give examples of ways that teachers can put their academic disciplines in conversation with media fandoms. This helps students navigate across disciplinary practices, which may at first feel distant or strange, by comparing them with media fandom practices, which may feel more familiar. Guiding youth to compare communities and think through ways to improve or remix their practices can be a productive pathway for making sense of the academic disciplines. For example, teachers can take up a participatory fandom lens to help youth understand disciplinary conversations happening on social media (e.g. the controversy around Charlotte the Stingray’s pregnancy in March 2024), or schools can take up fandom formats like conventions to help youth dialogue around current disciplinary topics (e.g. a school academic history conference including symposium panels moderated by historians at local universities).

Integrating fandom into the classroom sounds exciting—but we know it’s not always straightforward. From your perspective, what are some of the challenges educators face when trying to incorporate fandom-based practices in their teaching?

As educators who have been teaching with fandoms for a long time, we absolutely understand the challenges. In Chapter 8 “Tackling Barriers to Fandom-Based Teaching,” we walk readers through a series of questions that educators have asked us about this kind of work. We give strategies for advocating with one’s administration, even in light of standardized curricula. We talk about ways that educators can bring fandom media into classroom spaces even if they are not familiar with those fandoms themselves. We consider how to balance issues of mature content with issues of censorship. We guide readers through issues of student resistance to publishing their work in fandom communities. We talk readers through suggestions of ways to engage youth with local conventions — or ways to create your own!

How did you hear about the OTW and what do you see its role as?

We are obsessed with OTW! This may not be surprising, but we first encountered OTW as fanfiction readers. We love how this platform is built for fans by fans, and have a special appreciation of how it is organized in a bottom-up way that lifts up fan-created genres (e.g. Magnifico & Jones, 2025). Additionally, Karis is a big fan of Naomi Novik’s writing. At a local author talk, she learned more about Novik’s role in the platform’s founding. This led her to explore current academic work on fandoms in the JTWC. Later, Karis went on to publish her own work in the JTWC. We hope that new trajectories of media and fandom studies continue to remain in close conversation with the field of education, engaging in interdisciplinary conversation and research, because we believe this strengthens our understanding of fandoms and their implications across fields.

What fandom things have inspired you the most?

We have been most inspired by fan acts that move the world toward justice. We are excited by fandoms that bring attention to issues of representation and work to make sure that all kinds of people are represented in creative and fanworks. We love fandoms that think about how to make communities more inclusive and are drawn to fan communities that focus on opening doors for everyone to participate instead of being gatekeepers who want to limit fandoms to only the most diehard fans or exclude groups of people from participating. What inspires us most is when fandoms can be spaces that bring people together in order to follow their passions, and perhaps even change the world.

We encourage suggestions from fans for future guest posts, so contact us if you have someone in mind! Or if you’d like, you can check out earlier guest posts.

https://www.transformativeworks.org/otw-guest-post-fandoms-in-the-classroom/

https://www.transformativeworks.org/?p=267984