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Purpose -The purpose of this paper is to clarify four common confusions in grounded theory (GT) use by demonstrating an example of the author's doctoral study into conceptualising higher education students' learning and knowledge sharing by exploring blogging phenomena. It seeks not only to present the author's personal experience and views, but also to shed light on the causes of the confusion for novice qualitative researchers. Design/methodology/approach -A review of literature on GT and the author's practical experience of undertaking an empirical study into the blogging phenomenon in LIS discipline form the approach to addressing the issue. Findings -The paper summarises four common issues that hinder inexperienced qualitative researchers when they undertake GT research: using GT as a methodology or method; how to use literature review; how to use coding strategy; and what is the generated theory. Practical implications -The paper provides practical suggestions of what matters when adopting GT approach. It needs more new researchers to further confirm the suggestions that the author stated in terms of a researcher's unique experience. Originality/value -The paper attempts to bridge the gap of insufficient discussion in the literature, focuses on new researchers' GT adopting experiences and provides them with practical directions.

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