Background and activities
Jennifer Duggan comes to NTNU from Vancouver, Canada. Her general research interests include children's and young adult literature, popular culture, fan cultures, science and technology studies, Victorian literature and culture, and English language teaching and learning. She is particularly interested in slash fanfiction; expressions of gender and sexuality within/through youth fan cultures; the literary, linguistic, and cultural origins of localization theory in Victorian neuroscience; and Victorian n-dimensional mathematical narratives.
Jennifer has taught on a range of courses at both the undergraduate and graduate level, with focus on Anglophone literatures, genre literature, Anglophone cultures, children's and youth literatures, the English language, and English for specific purposes. In addition, she has taught in special needs programs at both the elementary and high school levels, as well as various English language courses, and has worked as a professional editor and translator for many years.
Jennifer is presently on leave from her position as Assistant Professor to complete her PhD.
PUBLICATIONS AND PRESENTATIONS
Duggan, J. (2017). Hot for teacher: Intergenerational desire, Harry Potter, and the case of Snarry. International Research in Children's Literature 10(2), 146–161.
Duggan, J. (2017). Revising hegemonic masculinity: Homosexuality, masculinity, and youth-authored Harry Potter fanfiction. Bookbird, 55(2), 38–45.
Duggan, J., & Krulatz, A. (2017). Extensive reading: Resources and strategies for intermediate and advanced learners of Norwegian. Nordic Journal of Modern Language Methodology, 5(1), n.p.
Krulatz, A., & Duggan, J. (in press; available April 2018). Multilinguality portraits of two intermediate learners of Norwegian. Reading in a Foreign Language, 30(1).
Ofte, I., & Duggan, J. (2016). Hverandrevurdering som læringsverktøy i lærerstudenters tilegnelse av akademiske skriveferdigheter i engelsk. Norges pedagigisk tidsskrift, 3, 207–221.
Duggan, J. (2016). Review of the book Children’s Literature and the Avant-Garde, ed. E. Druker & B. Kümmerling-Meibauer. Linguilist, 27(1825), n.p.
Chapters in Edited Collections
Duggan, J. (forthcoming, 2018). “Watch this space”: Queer promises, hints, and lacunae in Rowling’s Harry Potter texts. In J. Brennan (Ed.), Queerbaiting: Contemporary Tactics of LGBT representation. Iowa City, IA: University of Iowa Press.
Duggan, J. (2016). Traumatic origins: Orphanhood and the (super)hero. Children’s Comics: Past and Present. Columbus, OH: Billy Ireland Cartoon Museum and Library.
Doyle, S., et al. (2010). Academic Writing Essentials. Toronto: Pearson Canada.
Duggan, J., Ofte, I., & Humphrey, K. (forthcoming, 2018). Kompetanse for kvalitet: The teacher as English student. Oslo: Cappelen Damm Akademisk.
Ofte, I., Pande-Rolfsen, M., & Duggan, J. (2017). Kompetanse for kvalitet: Læreren som student. Oslo: Cappelen Damm Akademisk.
Duggan, J. (2017). Fan communities as communities of self-education and dissent. American Studies Association Annual Conference, Hyatt Regency, Chicago, USA.
Duggan, J. (2016). Using digital archives and digital periodical collections as corpora. Victorian Periodicals through Glass, Birkbeck, University of London, England.
Duggan, J. (2016). The Victorians and the mechanical brain. The Humanities, Neuroscience, and the Brain, University of California Santa Barbara, USA.
Duggan, J. (2015). Popular proofs: Artifice, authenticity, and academic argument in mathematical fictions. Victorian Authenticity and Artifice, Victorian Popular Fiction Association, Senate House, London, England.
Duggan, J. (2015). Mechanic language and understandings of the brain in Victorian Britain. Postgraduate Medical Humanities Conference, University of Exeter, England.
Duggan, J. (2015). Screw loose: The evolution of a maddening idiom. Abnormality and the Abnormal in the Nineteenth Century, Durham University’s Centre for Nineteenth-Century Studies, England. Winner: Best Academic Paper Award
Duggan, J., & Ofte, I. (2017). Responder-respondee positioning: Student stances towards each other and each other’s work in the HE EFL classroom [focus: quantitative]. EATAW, Royal Holloway University, London, England.
Duggan, J, & Ofte, I. (2015). Peer review and writing workshops in a Norwegian teacher-training program. Norwegian Forum for English for Academic Purposes, HiOA, Norway.
Krulatz, A., & Duggan, J. (2016). Extensive reading in Norwegian: A diary study of multilingual language learners. 14. Nordiske Lærerutdanningskonferansen, NTNU, Norway. [presented by Anna Krulatz]
Krulatz, A., & Duggan, J. (2016). Extensive reading and SLA: Empowering intermediate and advanced learners of Norwegian. Northeast Modern Languages Association, University of Connecticut, USA. [presented by Anna Krulatz]
Ofte, I., & Duggan, J. (2017). Responder-respondee positioning: Student stances towards each other and each other’s work in the HE EFL classroom [focus: qualitative]. NFEAP, HiOA, Oslo, Norway.
Ofte, I., & Duggan, J. (2016). Peer response in L2 writing development in Norwegian teacher training. Writing Across the Curriculum, University of Michigan, USA. [presented by Ingunn Ofte]