Will Richardson, a noted edublogger, recently sounded what appeared to me an alarm:
I’m still surprised at how difficult it is to find K-12 students using their blogs to really try to connect with their readers around the topics that they are reading and writing about.I’m not at all surprised.
“Real Blogging,” to use Richardson’s term, requires the highest levels of thinking and writing—skills that are hard to teach and not easy to learn. In a post written in 2004, Richardson defines what is and what is not blogging. I’ve created a table to share his definition:
Not Blogging |
Simple Blogging | Real Blogging | Complex Blogging |
Posting assignments | Links with analysis that gets into the meaning of the content linked | Links with analysis and synthesis that articulate a deeper understanding or relationship to the content being linked and written with potential audience response in mind | Extended analysis and synthesis over a longer period of time that builds on previous posts, links and comments. |
Journaling (i.e. “This is what I did today.” | Reflective, meta-cognitive writing on practice without links. | ||
Links with descriptive annotation (i.e. “This site is about…” |
Students must undertake a series of complicated steps to become “real” bloggers:
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identify topics and issues that interest them;
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read widely about these issues;
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evaluate the credibility of the sources they are reading;
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formulate arguments and discussions that put forth insightful ideas of their own while synthesizing the ideas of others;
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pre-write, draft, and revise a post, logically organizing their ideas, succinctly sharing their views, and using language that engages their audience;
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attribute (via hyperlinks and signal phrases to introduce source material) information from other sources.
Blogging demands a monumental list of higher-level thinking skills—a list English teachers have struggled for years to have students master. I suspect this is why Will Richardson is struggling to find “real blogs.” This is, though, what makes blogging—real blogging—such a valuable exercise for our students. Not only do they grow as readers, writers, and thinkers, the blogging platform allows them to publish to a real audience—one with which they can interact and collaborate.
While our ultimate goal should be to enable our students to become “real” bloggers, we can’t dismiss the other valuable opportunities blogs offer for both students and teachers. Never has it been easier to create a website: it’s quick, it’s easy, it’s free. Limited access to school websites often prevents teachers from creating or maintaining a webpage on their school site. A blog—rather than a webpage created with FrontPage or DreamWeaver, for example—allows teachers 24-7 access to a site where they can not only publish traditional resources—syllabus, homework assignments, hand-outs, calendar—but where they can also communicate and collaborate with students and parents. Blogs also allow students to engage in other valuable learning activities: discussions of a common text, creation of a portfolio, creation of a reading record (check out LibraryThing for an awesome tool to archive, evaluate, and discuss the books you’ve read.) The possibilities are limited only by one’s imagination.
As any English teacher would, I can’t pass up the opportunity to highlight some of my own student’s attempts at “real” blogging. My AP English Language students (juniors) created blogs and Google Reader accounts at the beginning of the school year. The first nine weeks, we played with both to learn to use them. The second nine weeks, students chose a current issue or problem to research. I arranged students in groups around common topics. Each week for four weeks, students read an article (We learned to use EbscoHost.) and published a post that summarized the article, discussed their evaluation of the credibility of the source, and added their ideas about the article and research topic. Group members then read and commented on each other’s posts. With a few groups, I was able to link with an adult who could offer expertise on a particular topic. For example, one group chose to tackle the topic of evolution vs. creationism. I contacted a chemist—one I knew had done extensive research on this topic–who works at a local plant, FutureFuel, and asked him to join the group’s conversations. He was able to offer insights, questions, and sources that I—a simple English teacher–would never have been able to provide. Amy’s blog highlights one of the conversations (T. Coleman is the chemist.) My students thought it was really cool that someone outside the classroom was reading and discussing their work. This nine weeks we’re tackling—or at least attempting to tackle—“real” blogging. I’ve required students to publish six posts this nine weeks on any topic of their choice. In the first two posts, they had to include at least one hyperlink. In the third and fourth, they have to include at least two hyperlinks. In the last two, I’ll require them to hyperlink to at least three sources or sites. Together, we created a rubric to grade their posts. Jon-Michael writes about the presidential race. Ron writes about the Fair Tax. Clare writes about the recent Virginia Abercrombie store required to remove pictures from their stores.
Our blogging hasn’t happened over night. It’s taken a semester to get to this point—a semester filled with in-class lessons on writing, reading, and research, a semester filled with analysis of model blog posts, a semester filled with one-on-one writing conferences. Enabling our students to be “real” bloggers is a long, arduous journey, one that will never be complete. As David Warlick recently pointed out, it’s not about the blog –it’s not about the technology; it’s about the reading and writing.
Mike Harmon
February 10, 2008
I found your site on technorati and read a few of your other posts. Keep up the good work. I just added your RSS feed to my Google News Reader. Looking forward to reading more from you.
Mike Harmon
Andrea
February 13, 2008
This is exactly what I needed. My comp2 class is entering the world of blogging. It’s amazing how students do so much facebook/myspace stuff, and are techologically literate with cell phones, but this…this is new and different and somewhat intimidating. Keeping the focus on reading, analyzing, writing, synthesizing is the goal.
lhuff
February 13, 2008
Andrea–I’m thrilled someone actually read this! Blogging is one of the most successful projects I’ve ever undertaken. Send me your blog URL. I’d love to add you to my Reader!
Andrea
February 14, 2008
I’m just beginning this journey. The blog I set up for Comp2 is private for now…trying to ease them (and me) into this world. I’m taking a technology class, hence the nudge. My website is next & who knows what else. It’s like a lightbulb went on— that I could maintain the old department contact long-distance through blogging. My head is spinning, but it has offered much-needed rejuvenation. As soon as I have anything worth reading, you’ll be the first to know (after my prof, of course). Take Care, good friend.
Alan
March 8, 2008
Will’s a great guy and sharing educator, but I don’t like the concept of defining who is “real” or not, and it even assumes there is a fixed definition of what blogging is. The matrix is Will’s take on bogging and seems focused on more of a reporting, research focus. Is it just writing? What about blogging to do creative work? What about blogging via just pictures, video to document a project? What about a blog as a container for a portfolio?
The web is too big for any one individual to know all the things hanging out there.
That said, the matrix is useful to give a sense as to what a range of activities might be, but its in a teachers hands how to fill it in- there are many more items one could put in those boxes that are important in your local context.
lhuff
March 11, 2008
Alan: I agree the blog can be a tool to house a variety of student-written pieces and for a variety of purposes. Will’s definition resonates with me b/c the AP English Language exam requires students to write a synthesis essay: given a number of sources on a similar topic, students construct an argument that integrates information from the sources, which is exactly what Will’s “real blogging” is.
This quarter, I want to loosen the reigns to allow students more creativity in what they choose to post. I’ll allow them to choose the format and structure to suit their purpose–another key skill students need to learn. I also plan to have students create portfolios. I don’t know yet exactly what that will look like. My students and I are going to figure it out together: problem-solving in action!
Ultimately, I’d like to–working with students–develop a rubric to assess their blogging this quarter, one that assesses their frequency and quality of content they post and their frequency and quality of conversations (comments), which, I’ve learned, requires them to become a part of a community, to read and comment on other blogger’s sites, to join conversations.
Tory
March 11, 2008
I believe our capabilities to blog would have been better if it was started at an earlier age. Imagine the numbers of complex blogging as student we could achieve!