ABSTRACT
The conclusion expands upon the opening definition of ‘emotioned literacy’, that it is situated, in time, space, and social relationships. It is influenced by previous texts, people, encounters, and experiences gained through lifelong learning. It is an ongoing process. Emotioned literacy, as a term, is meant to reflect the agency of literacy practices, and the importance of body and mind in all learning and working. Through revisiting the main arguments of each chapter, it is concluded that ‘emotioned literacy’ describes both a system and ideology and personal, daily experience both in the moment and as it is recalled (and therefore changed) over time. It is not just a feeling—something that mysteriously arises out of an individual body to disappear into the ether. It is shaped by and shapes the larger socio-politico-economic contexts within which that body acts. It is shaped by and shapes over time and through complex intersections of people and texts. It is both personal and systemic. The chapter concludes by arguing for additional research into fannish families over the long term, in order to see the ever-shifting qualities of emotional-embodied experience and its effects on reading, writing, self-identification, and judgements of popular culture.
