The newest televisual distribution and consumption devices are linked with a growing popularity of works generally associated with geek culture (such as Game of Thrones or The Walking Dead). This step into the mainstream space generates a rise in spoiler alerts, a practice related to the delays which emerge from the variable reception practices of TV series. These temporal gaps allow for moments of discussion intrinsic to the fandom’s and fan identities’ construction. This practice is intensified and systematized through its use in academic spaces as well as popular culture studies, thus intersecting with the problems linked to the aca-fan’s identity (Matt Hills, 2002). The contrast between the fan posture, interpretative and affect-base, and the academic posture, influences our approaches with regards to the objects of popular culture. This paper addresses the ways in which the valuation and devaluation of some reading levels can be indicative of bias in academia when it comes to the study of popular objects and their community.