I. Blogging is a genre.
Blogs differ greatly from more traditional forms of reading and writing in many ways. Blog writing is typically more informal, utilizing first person point of view. The shift in formality may be due to the fact the blogs intend to open a dialogue with other interested parties. Moreover, blogs, unlike other forms of literature, are an amalgamation of many things. As Richardson (2010) describes them as a combination of reflections, ideas, links, questions, and information, which requires interaction from the reader (p. 17-18). Blogs are collaborative, prompting their readers to respond by posting questions and then responding to the readers’ answers (Richardson, 2010, p. 18). The interactive manner makes blogs a distinct form of reading and writing, since more traditional forms of reading and writing do not expect the observers to respond and engage. Thus, Richardson (2010) states that blogs have a distinct purpose: to go beyond basic communication of ideas or facts to connect with readers and gain their input (p. 28).
Moreover, the synthesis of facts, links, and resources further differentiates blogs. The links and other resources give the readers opportunities to research the topic further. Richardson (2010) states that “being able to connect ideas and resources via linking is one of blogging’s most important strengths” (p. 19). Many blogs post links to other blogs on the same topic, which results in a blogging community. Finally, older posts are archived on the site, which enables readers to delve deeper into the author’s earlier interest, ideas, opinion, and sources. The archive is beneficial to the writer as well since it facilitates personal reflection, which can help the author improve his/her writing and readdress former views (Richardson, 2010, p. 19).
In addition to facilitating metacognitive reflection, blogs have many educational benefits. Through a blogging community, every student has a voice, even the reticent ones (Richardson, 2010, p. 27). The students who are too shy to talk in class can share their interests and opinions via blogging. Student-centered lessons enable differentiated instructions. Since the students are doing the writing and commenting, they are practicing their reading and writing skills. When they comment on other blogs, they are practicing their critical thinking skills and forming their own meaning and understanding. Student blogs are highly motivating to the students. They know their writings will be read by a wide audience, which makes them more invested in their learning (Richardson, 2010, p. 27).
II. Utilizing Blogging with students
As a foreign language teacher, I am interested in students keeping their own blog in the target language, instead of sharing a class blog. I would like to experiment with having the students write an ongoing story throughout the semester. On their blog, the students would write a paragraph including the grammar and vocabulary of that chapter. This way they would be practicing their composition skills on a continuum. As they progress through the semester, they will be able to see their progress. Every three months, the students will have an assignment that requires them to reflect on one of their archived posts. This self-reflection will show them how they have improved and what they need to continue working on.
In addition to keeping their own blog, the students must comment on two peers’ blogs. Their comments can help their peer with grammar, vocabulary, or plot line. Hopefully, the fact that other students will see their work will motivate my students to write more creatively. Furthermore, peer editing can help students improve their own writings. Through this continual blog project, the students would become better writers in the target languages.
Resources:
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (3rd ed.). Thousand Oak, California: Corwin
Helpful Blogging Resources:
1. http://edublogs.org/curriculum-corner-foreign-languages-and-efl/#ideas
This blog listed project ideas for using blogs in a foreign language classroom. It also had links to successful foreign language teacher blogs, so that you could see how it would look in practice.
2. http://langwitches.org/projects/internet/blogging/index.htm
This blog also described ways to incorporate student use of blogs in a foreign language classroom. The site listed national foreign language and technology standards that are addressed via blogging.
3. http://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.html
Similar to our textbook, this site gave teachers all the knowledge needed to implement blogs in the classroom, including caveats, tips, benefits, uses, and examples. It is a font of knowledge.
Example of Student Blogging Rubric
Blogs differ greatly from more traditional forms of reading and writing in many ways. Blog writing is typically more informal, utilizing first person point of view. The shift in formality may be due to the fact the blogs intend to open a dialogue with other interested parties. Moreover, blogs, unlike other forms of literature, are an amalgamation of many things. As Richardson (2010) describes them as a combination of reflections, ideas, links, questions, and information, which requires interaction from the reader (p. 17-18). Blogs are collaborative, prompting their readers to respond by posting questions and then responding to the readers’ answers (Richardson, 2010, p. 18). The interactive manner makes blogs a distinct form of reading and writing, since more traditional forms of reading and writing do not expect the observers to respond and engage. Thus, Richardson (2010) states that blogs have a distinct purpose: to go beyond basic communication of ideas or facts to connect with readers and gain their input (p. 28).
Moreover, the synthesis of facts, links, and resources further differentiates blogs. The links and other resources give the readers opportunities to research the topic further. Richardson (2010) states that “being able to connect ideas and resources via linking is one of blogging’s most important strengths” (p. 19). Many blogs post links to other blogs on the same topic, which results in a blogging community. Finally, older posts are archived on the site, which enables readers to delve deeper into the author’s earlier interest, ideas, opinion, and sources. The archive is beneficial to the writer as well since it facilitates personal reflection, which can help the author improve his/her writing and readdress former views (Richardson, 2010, p. 19).
In addition to facilitating metacognitive reflection, blogs have many educational benefits. Through a blogging community, every student has a voice, even the reticent ones (Richardson, 2010, p. 27). The students who are too shy to talk in class can share their interests and opinions via blogging. Student-centered lessons enable differentiated instructions. Since the students are doing the writing and commenting, they are practicing their reading and writing skills. When they comment on other blogs, they are practicing their critical thinking skills and forming their own meaning and understanding. Student blogs are highly motivating to the students. They know their writings will be read by a wide audience, which makes them more invested in their learning (Richardson, 2010, p. 27).
II. Utilizing Blogging with students
As a foreign language teacher, I am interested in students keeping their own blog in the target language, instead of sharing a class blog. I would like to experiment with having the students write an ongoing story throughout the semester. On their blog, the students would write a paragraph including the grammar and vocabulary of that chapter. This way they would be practicing their composition skills on a continuum. As they progress through the semester, they will be able to see their progress. Every three months, the students will have an assignment that requires them to reflect on one of their archived posts. This self-reflection will show them how they have improved and what they need to continue working on.
In addition to keeping their own blog, the students must comment on two peers’ blogs. Their comments can help their peer with grammar, vocabulary, or plot line. Hopefully, the fact that other students will see their work will motivate my students to write more creatively. Furthermore, peer editing can help students improve their own writings. Through this continual blog project, the students would become better writers in the target languages.
Resources:
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (3rd ed.). Thousand Oak, California: Corwin
Helpful Blogging Resources:
1. http://edublogs.org/curriculum-corner-foreign-languages-and-efl/#ideas
This blog listed project ideas for using blogs in a foreign language classroom. It also had links to successful foreign language teacher blogs, so that you could see how it would look in practice.
2. http://langwitches.org/projects/internet/blogging/index.htm
This blog also described ways to incorporate student use of blogs in a foreign language classroom. The site listed national foreign language and technology standards that are addressed via blogging.
3. http://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.html
Similar to our textbook, this site gave teachers all the knowledge needed to implement blogs in the classroom, including caveats, tips, benefits, uses, and examples. It is a font of knowledge.
Example of Student Blogging Rubric