In 2009, I began my personal journey in blogging, as well as implementing blogging into my classroom. Josh, a senior that year, walked into my classroom and told me and his peers that he hated writing and was going to hate this class. Instead of questioning him, I simply stated that this year we were going to try something new with in our writing class and I hoped that it would change his mind – Blogging.
Fast forward 2 months, and Josh had a personal blog, a classroom blog, a large following of readers, and had changed his views on writing overall. In fact, I often brought him with me to speak with other educators and students on the power of blogging, student choice, and a public audience. Not only did he revel in this new found role in speaking, but he became a writer, and actually enjoyed it.
Blogging is the one strategy, that I share with other educators, as the most powerful shift in my teaching with the integration of technology into the traditional ELA classroom. My students were empowered to share their voice, honed multimodal communication skills, and wrote real pieces for a different audience than the traditional, lone teacher.
I am often asked for blogging advice to support educators new to blogging in the classroom, so, this will be the first post in a series I will write. You can find my “Classroom Blogging Expectations” HERE. Feel free to use these as a starting place for your own classroom.
When considering the roles of student bloggers I offer the 5 following considerations for you and to be shared with the students:
- Write, Write, Write – Blogging requires students to write, and write often. To maintain an engaged audience, students must write and publish frequently. On average, my students publish two posts a week. Not only did this require them to be constantly writing, but to have multiple pieces started and in different places in the writing process. The amount of student writing inside the classroom doubled, but the most interesting surprise was the amount they wrote outside of the classroom, to keep their readers satisfied and wanting more!
- Purpose and Voice – While this did not happen overnight, students soon realized their writing required purpose to appeal to their readers. Through blogging, students discovered their own, unique voice and their purpose for writing was uncovered. Starting off with a general blog was how many students began their journey, but the more they practiced and published, and the more they read posts from other peers and writers, they realized that most blogs had a niche; and they needed one as well. From original music, xbox tips and videos, to a co-authored blog publicly debating controversial issues; my students refined writing skills, uncovered and developed their own niche, and unearthed their voice as a writer.
- Publishing – Another student role in a blogging classroom is the responsibility of publishing regularly on a public platform. Publishing their work to someone different than the traditional, lone teacher increased engagement and developed explanatory and argumentative writing skills. It also provided students an opportunity to shift from digital consumers to digital creators. Having spent most of their lives reading online, students now created the same types of texts they read daily. This exposure to practice writing multimodal texts demanded knowledge and demonstration in structure, format, design, audio, visual, etc. (some posts were in the form of images or vlogs – video blog posts) .
- Community – Starting off, I knew the pitfalls of having students blog; one being who would read their posts. Before I introduced blogging to the students, I connected with other educators across the country to develop a blogging community for the students. This way, not only would they have their peers reading their thoughts, but also peers from around the country would be reading their work on a regular basis. This element is essential. Plan carefully to ensure someone reads what your kids post, or else it will loose purpose and engagement will dwindle. This community of writers was created to share ideas and encourage growth in all kids. Students commented on and followed each others blogs. Their charge was not one to edit or evaluate each other, instead, to be an active participant in this learning community and respond in a way that moved all writers forward. (How I taught my students to respond is found in the blogging expectations linked above). This collaboration and connection provided powerful reinforcement for writing!
- Finally, it is a student’s responsibility in a blogging community to not only reflect and respond on the other writers in the group, but also a personal reflection of growth as a writer. This was done throughout the year and ended in a reflection sheet containing links to posts in which they felt demonstrating their strongest displays of writing or which met standards. They reflected on their growth as a writer and their contribution to the community as a whole. They reflected and shared stories of their own writing, but also included stories how they helped other writers move forward!
There are many roles and responsibilities of student bloggers that could have been included on this list, but in retrospect, this list encompasses the top 5 roles my students found themselves in most frequently.
Next time, I will share the roles and responsibilities of the teacher in a classroom that blogs!