“That's Online Writing, Not Boring School Writing”: Writing With Blogs and the Talkback Project

Abstract

The Talkback Project used blog software to involve eighth‐grade language arts students, preservice teachers, and parents in online discussion of young adult novels and their personal connections with them. The author shares the challenges associated with the project—including the implications of Internet safety and legal concerns associated with technology integration—but argues that classroom blogging provides positive opportunities for students to Develop their digital fluency Strengthen traditional literacy skills Apply real‐life 21st‐century skills in a safe and monitored environment

Critical Influences That Encourage Adolescent Boys to Engage in Leisure Reading

“…This isn't defined as a free-for-all, however. In fact, students independently read more books after guidance from their teachers which included teacher modeling of how to think about a book's themes, teacher read-alouds of varied and high-interest texts, using essential questions of inquiry to give students something to look for, and follow-up activities such as blogs and dialogue journals (Fisher & Frey, 2012;Werderich, 2010;Witte, 2007). Sokal (2010), however, found an important distinction to the advantage of choice.…”

“…They rejected it because of the presentation and school context (Fisher & Frey, 2012;Kirkland, 2011;Smith & Wilhelm, 2004). Either the books were too hard and they believed it would take too much effort to succeed, or they felt they weren't receiving the immediate feedback and support from the teacher (Kirkland, 2011;Werderich, 2010;Witte, 2007). Teachers should scaffold instruction to help these boys feel they can understand more difficult reading (Boone et al, 2010;Sokal, 2010).…”

“…Although this present study seeks to promote independent leisure reading, research indicates a great deal of motivation starts in the classroom (Elish-Piper & Tatum, 2006;Kirkland, 2011;Witte, 2007). "Getting boys to read is not simply a matter of locating texts with a male protagonist in an action-oriented setting or stocking libraries with graphic novels" (Fisher & Frey, 2012).…”

“…"Getting boys to read is not simply a matter of locating texts with a male protagonist in an action-oriented setting or stocking libraries with graphic novels" (Fisher & Frey, 2012). Enthusiastic teachers using engaging presentations and meaningful follow-up activities can ignite the love of books and inspire students to seek their own reading experiences (Banks, 2011;Elish-Piper & Tatum, 2006;Hughes-Hassell & Rodge, 2007;Werderich, 2010;Witte, 2007). Initially, getting boys interested in reading is not a matter of simply turning them loose on the shelves and telling them to pick what they like (Fisher & Frey, 2012).…”

'Wait, Am I Blogging?': An Examination of School-Sponsored Online Writing Spaces

“…Now in their second decade of life, blogs and research about their effectiveness for a variety of tasks, are seemingly everywhere. Among other uses, blogs are used as reflective journals for preservice teachers (Yang, 2009), tools for extending face-to-face discussions outside the classroom (Kajder & G. Bull, 2004;Kajder & Glen Bull, 2003;Witte, 2007), and portfolio spaces for college students (Groom 2011). While their classroom uses are beginning to be well-documented, blogs are often assigned to students, rather than written by student spontaneously; that is, they are co-opted by schools rather than brought in from students' personal worlds (Ito et al, 2010).…”