Konrad Glogowski and Barbara Ganley should get together and write the “Blogging as Writing Genre” book (or at least an article.) Konrad’s post today begins to bring to light the findings of his classroom research about blogging, and it’s a fascinating read. There is much here that makes me long for the writing classroom once again…(maybe it’s time to find an adjunct position somewhere???)…none more than this line:
Iâ€™ve learned from my study that, in a blogging classroom, students learn when they are allowed the freedom to use their blogs in order to write themselves into existence as individuals.
And Barbara, who is starting her sixth (count ’em, sixth) blogging semester with this provocative description:
It’s quite harrowing when I really think about what I am about to do –construct the syllabus with the students as we go and remove grades as much as possible –because it runs counter to what everyone around me does. I am about to pitch the teacher’s safety net–a tight syllabus–out the window. I am about to pitch fifteen students into freefall, into discovering with me what it is they need to learn and not what I, without having met them, think they need to know about writing for the college classroom. That involves my asking them challenging questions, and helping them to be deep readers of all kinds of texts. I’ve been moving towards this class for five years now, and it will take all my skill as listener and facilitator, as teacher, to pull it off. And that’s as is should be. If I’m not growing and challenging myself every semester to be a better teacher, then how can I ask my students to challenge themselves?
What powerful, powerful articulations of what this can be. Color me awed.