Hungerford-Kresser, Holly, Joy Wiggins, and Carla Amaro-Jimenez. “Learning From Our Mistakes: What Matters When Incorporating Blogging In The Content Area Literacy Classroom.” Journal Of Adolescent & Adult Literacy 55.4 (2012): 326-335. ERIC. Web. 9 Mar. 2014.
This particular article focused on a study that was done which explained why blogging did not necessarily help students improve literacy skills, though it also did not hinder it. The teachers involved explain what aspects of the blogging worked and what aspects did not. Overall they thought that there was a heightened sense of community overall within the classroom because of the accessibly of the blogs and each other’s thoughts even while out of the classroom setting. While editing skills were prized and cultivated, most students felt like the blogging aspect of the class was the least important tool in their learning. The teachers involved actively explain that though their project was somewhat of a “failure” they learned what might work well in the future or in other classrooms. By implementing these new changes they hope to see the results they were expecting, with literacy being linked to the blogging exercises.