"Exploring the Benefits of Blog Use in First-Year Composition: A Pilot Study"
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Jennifer HewerdineJennifer M. Hewerdine recently earned her Ph.D. from Southern Illinois University - Carbondale. She currently works for the Haslam College of Business at the University of Tennessee. Her research interests include multi- and eco-literacies, collaboration, and the development of ethos. Contents |
Implications for Use and ResearchBlogs seem to be overlooked as a tool for teaching process in the composition classroom, and rather than make use of their epistemic benefit, they may be used as a medium for submitting work or storing information rather than encouraging an understanding of process, audience, and agency. Because research indicates not only that blogging motivates students to write and reflect more but also allows them to display metacognition and agency, teachers should consider integrating blogs into FYC classrooms as a tool for research, feedback, and reflection. Ivanic’s (2009) research suggests that allowing for choice plays a role in students’ engagement (p. 107). It is my belief that student choice played a role in student engagement in this research. With that in mind, I recommend that instructors offer opportunities for student choice in their blogging but also take advantage of the epistemological implications of using a blog. Through blogs, students can learn about displaying identity in online environments, elements of design, and can practice the writing process. Instructors can incorporate guidance and explicit blogging instruction to teach students how blogs provide a timeline of their research and writing process. Students can be guided to use the blog intentionally for metacognitive reflection, prewriting activities, and revision. Furthermore, students can be taught how to use metadiscourse markers within their posts to help them see areas that need revision or to find areas that will benefit from further reflection. This research indicates that blogs may be most beneficial during the prewriting stages because they allows students to reflect on their choices and open their writing to an extended audience that can weigh in on the students’ ideas and beliefs before higher stakes grading takes place. The use of subject tags can also act as markers to assist students in identifying information they may need later. Some students may struggle with blog use. Digital literacies are not inherent to students (see Cedillo, 2017; Black, 2010). This research indicates that students who are not proficient in using technology may be hesitant to use blogs. However, based on the observations from this study, the students who demonstrated limited technological skills improved their skills over the semester and identified areas where the blog was beneficial to their writing progress. Future research might identify how blogging may assist students in improving their digital literacy skills. |