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Latest version.

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Early versions.

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"href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/107379/items/I3DXHPB2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom/items/I3DXHPB2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 4592, "username": "tellio", "name": "Terry Elliott", "links": { "alternate": { "href": "https://www.zotero.org/tellio", "type": "text/html" } } }, "creatorSummary": "Secker", "parsedDate": "2012-04-20", "numChildren": 1 }, "data": { "key": "I3DXHPB2", "version": 1, "itemType": "journalArticle", "title": "Blogging and RSS: A Librarian's Guide (2nd ed.)", "creators": [ { "creatorType": "author", "firstName": "Dr Jane", "lastName": "Secker" } ], "abstractNote": "", "publicationTitle": "Program: electronic library and information systems", "publisher": "", "place": "", "date": "2012/04/20", "volume": "46", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "279-280", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.emeraldinsight.com.libsrv.wku.edu/journals.htm?articleid=17030681&show=html", "accessDate": "2012-11-01T14:14:04Z", "PMID": "", "PMCID": "", "ISSN": "0033-0337", "archive": "", "archiveLocation": "", "shortTitle": "Blogging and RSS", "language": "", "libraryCatalog": "Emerald Publishing", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Blogs", "type": 1 }, { "tag": "Internet", "type": 1 }, { "tag": "RSS", "type": 1 }, { "tag": "Social media", "type": 1 }, { "tag": "Technology", "type": 1 }, { "tag": "Twitter", "type": 1 }, { "tag": "Web 2.0", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-11-01T14:14:04Z", "dateModified": "2012-11-01T14:24:02Z" } }, { "key": "I5MTAM2K", "version": 1, "library": { "type": "group", "id": 107379, "name": "KADE Blogging in 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"creators": [ { "creatorType": "author", "firstName": "Bud", "lastName": "Hunt" } ], "abstractNote": "In this study, I explore a school district’s blogging engine, one that I helped to develop. 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Abstract: This study examines how blogs and their interactive and collaborative features help academically-advanced graduate students process academic writing knowledge and make sense of their writer identity. Seven graduate students undertaking Master's level study in TESOL and Linguistics participated. The research questions are: (a) What kinds of writing-related topics do students blog about? (b) How do students' collaborative dialogues on blogs help them process and reconstruct knowledge about academic writing? (c) How do students' collaborative dialogues on blogs facilitate their negotiation of academic identities and construction of authorship? Open-coding and content analysis were conducted to inductively identify salient themes and patterns regarding students' learning and perception of their writer identities. The results suggest that the blog activity not only encourages students to actively and reflectively engage in knowledge sharing, knowledge generation, and the development of numerous strategies to cope with difficulties encountered in the learning process. Blogs also endow students with a sense of authorship as the writers of blog entries and, at the same time, provide a space for them to sort out what being an author entails, their purposes of writing, and their authority in writing. (Contains 6 tables.)

", "tags": [], "relations": {}, "dateAdded": "2012-11-01T13:59:10Z", "dateModified": "2012-11-01T13:59:26Z" } }, { "key": "AHH99W9P", "version": 1, "library": { "type": "group", "id": 107379, "name": "KADE Blogging in the Classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/107379/items/AHH99W9P", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom/items/AHH99W9P", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/107379/items/4BX63CEN", "type": "application/json" } }, "meta": { "createdByUser": { "id": 4592, "username": "tellio", "name": "Terry Elliott", "links": { "alternate": { "href": "https://www.zotero.org/tellio", "type": "text/html" } } } }, "data": { "key": "AHH99W9P", "version": 1, "parentItem": "4BX63CEN", "itemType": "attachment", "linkMode": "linked_url", "title": "Blogging to Learn: Becoming EFL Academic Writers through Collaborative Dialogues", "accessDate": "2012-11-01T13:58:38Z", "url": "http://www.eric.ed.gov/PDFS/undefined.pdf", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2012-11-01T13:58:38Z", "dateModified": "2012-11-01T13:58:38Z" } }, { "key": "4BX63CEN", "version": 1, "library": { "type": "group", "id": 107379, "name": "KADE Blogging in the Classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/107379/items/4BX63CEN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom/items/4BX63CEN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 4592, "username": "tellio", "name": "Terry Elliott", "links": { "alternate": { "href": "https://www.zotero.org/tellio", "type": "text/html" } } }, "creatorSummary": "Sun and Chang", "parsedDate": "2012-02", "numChildren": 2 }, "data": { "key": "4BX63CEN", "version": 1, "itemType": "journalArticle", "title": "Blogging to Learn: Becoming EFL Academic Writers through Collaborative Dialogues", "creators": [ { "creatorType": "author", "firstName": "Yu-Chih", "lastName": "Sun" }, { "creatorType": "author", "firstName": "Yu-jung", "lastName": "Chang" } ], "abstractNote": "This study examines how blogs and their interactive and collaborative features help academically-advanced graduate students process academic writing knowledge and make sense of their writer identity. Seven graduate students undertaking Master's level study in TESOL and Linguistics participated. The research questions are: (a) What kinds of writing-related topics do students blog about? (b) How do students' collaborative dialogues on blogs help them process and reconstruct knowledge about academic writing? (c) How do students' collaborative dialogues on blogs facilitate their negotiation of academic identities and construction of authorship? Open-coding and content analysis were conducted to inductively identify salient themes and patterns regarding students' learning and perception of their writer identities. The results suggest that the blog activity not only encourages students to actively and reflectively engage in knowledge sharing, knowledge generation, and the development of numerous strategies to cope with difficulties encountered in the learning process. Blogs also endow students with a sense of authorship as the writers of blog entries and, at the same time, provide a space for them to sort out what being an author entails, their purposes of writing, and their authority in writing. (Contains 6 tables.)", "publicationTitle": "Language Learning & Technology", "publisher": "", "place": "", "date": "February 2012", "volume": "16", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "43-61", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Language Learning & Technology", "DOI": "", "citationKey": "", "url": "http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ972344", "accessDate": "2012-11-01T13:58:38Z", "PMID": "", "PMCID": "", "ISSN": "1094-3501", "archive": "", "archiveLocation": "", "shortTitle": "Blogging to Learn", "language": "", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic Discourse", "type": 1 }, { "tag": "Advanced Students", "type": 1 }, { "tag": "Authors", "type": 1 }, { "tag": "Constructivism (Learning)", "type": 1 }, { "tag": "Content Analysis", "type": 1 }, { "tag": "Electronic Publishing", "type": 1 }, { "tag": "English (Second Language)", "type": 1 }, { "tag": "English for Academic Purposes", "type": 1 }, { "tag": "Foreign Countries", "type": 1 }, { "tag": "Graduate Students", "type": 1 }, { "tag": "Identification", "type": 1 }, { "tag": "Linguistics", "type": 1 }, { "tag": "Masters Programs", "type": 1 }, { "tag": "Second Language Instruction", "type": 1 }, { "tag": "Self Concept", "type": 1 }, { "tag": "Student Journals", "type": 1 }, { "tag": "Web 2.0 Technologies", "type": 1 }, { "tag": "Web Sites", "type": 1 }, { "tag": "Writing (Composition)", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2012-11-01T13:58:38Z", "dateModified": "2012-11-01T13:58:38Z" } }, { "key": "7XDD32KQ", "version": 1, "library": { "type": "group", "id": 107379, "name": "KADE Blogging in the Classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/107379/items/7XDD32KQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom/items/7XDD32KQ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/107379/items/AMM93GC9", "type": "application/json" } }, "meta": { "createdByUser": { "id": 4592, "username": "tellio", "name": "Terry Elliott", "links": { "alternate": { "href": "https://www.zotero.org/tellio", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "7XDD32KQ", "version": 1, "parentItem": "AMM93GC9", "itemType": "note", "note": "

It was determined that developmental college students perceive technology to be addicting but a necessary part of their lives. College reading, on the other hand, was an activity they find boring and painful. These contrasting conceptualizations lead to the increased discussion on technology use and the ways in which technology is perceived in both in-school and out-of-school settings. Further, it was discovered that developmental students are utilizing technology for a variety of communication purposes and, therefore, a connection between communication theories and literacy practices should be more established. The ways in which instructors are conceptualizing technology is much different than their students which leads to a disconnect between use and proper academic implementation. The study findings lead to both pedagogical and research implications.

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Since college students spend a significant amount of time using and being involved with various acts of technology there is no doubt that their literate lives are changing and adapting as well. Although most college-aged students would call themselves technologically literate, many still struggle with the literacy demands of college. \nMany instructors are feeling the push toward a more prevalent inclusion of technology for instructional purposes. However, it has been determined that having access to technology for instructional purposes and a will and desire to incorporate technology into classroom pedagogy does not always transition into successful integration in classrooms. The inconsistencies in classroom inclusion causes a disconnect between what students are motivated and engaged in using in out-of-school settings with the academic demands they are expected to achieve in in-school settings. \nThis dissertation explains a research study aimed at discovering the conceptualizations developmental college students’ and college instructors’ have about technology in order to analyze how their conceptualizations influence the teaching/learning transaction. In addition, this study challenges deficit perspectives about college developmental students and their perceived readiness for college level work. This challenge calls for instructors to validate the experiences, knowledges, and skills students bring with them to the college classrooms and build upon them for improved and more effective pedagogy. \nUtilizing metaphor analysis, students’ and instructors’ elicited and spontaneous metaphors were studied to determine their conceptualizations of technology in order to gather useful information about how technology is impacting their literate lives and how educators can best bridge common out-of-school literacy practices with academics. Since metaphors are embedded in our everyday language and can shape our beliefs about our culture and the way we define traditional concepts, metaphor analysis provides researchers’ insight on the relationship between language and thought. This qualitative study utilized questionnaires, interviews and focus group sessions.\nIt was determined that developmental college students perceive technology to be addicting but a necessary part of their lives. College reading, on the other hand, was an activity they find boring and painful. These contrasting conceptualizations lead to the increased discussion on technology use and the ways in which technology is perceived in both in-school and out-of-school settings. Further, it was discovered that developmental students are utilizing technology for a variety of communication purposes and, therefore, a connection between communication theories and literacy practices should be more established. The ways in which instructors are conceptualizing technology is much different than their students which leads to a disconnect between use and proper academic implementation. The study findings lead to both pedagogical and research implications.", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-11-01T13:56:28Z", "dateModified": "2012-11-01T13:56:28Z" } }, { "key": "628GZ8Z8", "version": 1, "library": { "type": "group", "id": 107379, "name": "KADE Blogging in the Classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/107379/items/628GZ8Z8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom/items/628GZ8Z8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 4592, "username": "tellio", "name": "Terry Elliott", "links": { "alternate": { "href": "https://www.zotero.org/tellio", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "628GZ8Z8", "version": 1, "itemType": "webpage", "title": "blogging with developmental English students - Google Scholar with H-Index Calculator", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://scholar.google.com/scholar?as_ylo=2012&q=blogging+with+developmental+English+students&hl=en&as_sdt=0,18", "accessDate": "2012-11-01T13:54:22Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-11-01T13:54:22Z", "dateModified": "2012-11-01T13:54:22Z" } }, { "key": "B7BJFP4C", "version": 1, "library": { "type": "group", "id": 107379, "name": "KADE Blogging in the Classroom", "links": { "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/107379/items/B7BJFP4C", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/kade_blogging_in_the_classroom/items/B7BJFP4C", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/107379/items/9STH4FUU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 4592, "username": "tellio", "name": "Terry Elliott", "links": { "alternate": { "href": "https://www.zotero.org/tellio", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "B7BJFP4C", "version": 1, "parentItem": "9STH4FUU", "itemType": "note", "note": "

Conclusions derived from this research included that the students of this study felt more comfort in doing directed blogging activities of a more academic nature (such as posting practice essays) and that publishing these types of products motivated them in terms of effort expended, but that this type of blogging did not necessarily cause them to think outside of the box about their language learning processes. Also, it was concluded that the blogging activities of this study did help students become more metacognitively aware of their language learning processes; however, there was no real indication that these students would likely change their study habits as a result.

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Lots of excellent links and ideas for professional development.

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Consider as an intro to the day

\n

Show questions

\n

Suggest that blogs might be a way out

\n

Let them know that I have not done this but that I am moving toward it.

\n

Perhaps you can move toward it as well.

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\"In my developmental English class, I had the students read “Against School,” by John Taylor Gatto, and watch a popular YouTube video of a valedictorian speaking against school. The students then had to come up with discussion questions/points for class. We went through a handful of their topics in class, and it was one of the most insightful, intelligent discussions about education that I’ve ever been a part of. I’ve told these students time and again that the question is often as important as the answer, and they seem to be taking that seriously.\"

\n

 

\n

A possible blog prompt tied together with RSS feeds and a central blog rin by an editorial board that curates the work of the students

\n

Or as a project blog for the whole class.

\n

 

\n

Introduce them to the possibilities in the blogging.  Show them examples  and show them research.

\n

Blogging is dead.  Not hardly. Not even hardly.

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