Implementing blog writing as a tool for promoting student engagement and literacy development
Abstract
For the last three years blogging has been integrated within a final year undergraduate module, Contemporary Issues in Sports Practice, in part as a response to student concerns that conventional forms of academic writing can be both exclusionary and prohibitive. Moreover, drawing on the emerging literature on the pedagogical value of blogging, it was felt that blog writing has the potential to enhance student learning, encourage collaboration, support knowledge generation and critical thinking (see Brooks, Nichols, and Priebe, 2004, Gregg, 2006, Sun, 2010).Downloads
References
Baxter-Magolda, M.B. (2004). ‘Self-authorship as the common goal of 21st century education’. In Baxter-Magolda, M.B. and King, P.M. (ed.), Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship, Sterling, VA: Stylus, pp. 1-35.
Brooks, K., Nichols, C., and Priebe, S. (2004). ‘Remediation, Genre, and Motivation: Key concepts for teaching with weblogs’, Into the Blogosphere, June 2004. Available from https://conservancy.umn.edu/bitstream/handle/11299/172833/Brooks_Remediation%20Genre%20and%20Motivation.pdf?sequence=1&isAllowed=y [23 March 2017].
Clughen, L. and Hardy, C. (2012). Writing in the Disciplines: Building Supportive Culture for Student Writing in UK Higher Education, Bingley: Emerald.
Elbow, P. (2014). Vernacular Eloquence: What Speech Can Bring to Writing, Oxford: Oxford University Press.
Elbow, P. (2000). Everyone can Write: Essays Toward a Hopeful Theory of Writing and Teaching Writing, Oxford: Oxford University Press.
English, F. (2011). Student writing and genre: Reconfiguring academic knowledge. London: Bloomsbury.
Gregg, M. (2006). ‘Feeling ordinary: Blogging as conventional scholarship’. Continuum: Journal of Media and Cultural Studies, 20 (2) pp. 147-60.
Harwood, C. (2010). ‘Using blogs to practice grammar editing skills’, English Language Teaching World Online, 2, 1-13. Available from http://blog.nus.edu.sg/eltwo/files/2014/06/Using-Blogs-to-Practice-Grammar-Editing-Skills_editforpdf-1ppeb88.pdf [16 March 2017].
McGuire, M. (2017). ‘Reblogging as Writing: the role of Tumblr in the writing classroom’. In Bryant, K.N. (ed), Engaging 21st Century Writers with Social Media, Hershey: IGI Global, pp. 116-131.
Purdy, J. (2010). ‘The changing space of research: Web 2.0 and the integration of research and writing environments’, Computers and Composition, 27 (1) pp. 48-58.
Sun, Y.C. (2010). ‘Developing reflective cyber communities in the blogosphere: a case study in Taiwan higher education’. Teaching in Higher Education, 15, pp. 369-381.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
