Annotated Bibliography # 5

Bickerstaff, Susan. “‘I Am The Rock Goddessof Lyrics’: Writerly Identities Of Adolescents Returning To School.” Journal Of Adolescent & Adult Literacy 56.1 (2012): 56-66. Literary Reference Center. Web. 31 Mar. 2014.


This article covers the relationship between kids who dropped out of school and how blogging has in many ways helped developed their writing skills even as they spent time away from school. Now returning to education, many teachers are impressed at the level of skills that have continued to develop despite the lack of a formal education. The accessibility and connection to the blogging universe has kept and enhanced certain skills. However, it was also shown that other mediums such as strict social media i.e. Facebook, Twitter, and other related websites have in fact shown a reverse in writing skills. Spelling and grammar have taken a backseat on social media platforms whereas the blogging universe has shown great improvements as well as attracting a completely different hosts of readers–thus making the writers have to match up and keep to par for their viewership.

Annotated Bibliography # 4

Tanti, Miriam. “Literacy Education In The Digital Age: Using Blogging To Teach Writing.” Teaching English With Technology12.2 (2012): 132. Publisher Provided Full Text Searching File. Web. 23 Mar. 2014.

This article focused on talking about how media integration improved literacy skills and also helped build strong foundations for syllabus framing. The students were able to hone in on critical thinking skills based on the word limit or maximum that the different blogs required. As a result they were forced to hone in on their main arguments in order to achieve the correct formatting. The students were also able to use this critical thinking to expand main points and form arguments that were closely tied into what we can consider “mini-thesises.”  These are skills that will only continue to develop and follow them into higher levels of education. Because of the centralized and focused approach to writing, the students find that the struggle lies more so in cutting themselves off rather than having too little to say. The idea of blogging and the conciseness of that format tricks the students into thinking they are doing less work than they actually are. As a result, they are shedding the excess and fluff and putting their best ideas forward.

Annotated Bibliography 3

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.

Annotated Bibliography # 2

Lacina, Jan, and Robin Griffith. “Blogging As A Means Of Crafting Writing.” Reading Teacher 66.4 (2013): 316-320. ERIC. Web. 2 Mar. 2014.

This source is an article based on how blogging is beneficial to crafting writing. These writers argues that in the classroom, blogging hones skills that are very much connected to critical thinking, writing, and the production of creative knowledge. By this the authors assert that in classroom studies, focusing on a centralizing topic and being able to concisely share ideas shows a skill level in younger children that are not present in other students who have not been exposed to this style of writing. They also assert that blogging has a space in the classroom for various reasons. Most importantly, they showcase how blogging isn’t detrimental because of its shorter form of narrative but actually helps the student to focus and hone in on their specific topics. They find that the blog posts are much more precise and relevant to the subject matter that they speak about.

Annotated Bibliography

Ruth Mei Fen, Wong, and Hew Khe Foon. “The Impact Of Blogging And Scaffolding On Primary School Pupils’ Narrative Writing: A Case Study.” International Journal Of Web-Based Learning & Teaching Technologies 5.2 (2010): 1. Publisher Provided Full Text Searching File. Web. 23 Feb. 2014.

This article focuses on a case study administered to children at the elementary level that discusses the impact of blogging in how students read, respond, and write in the narrative form. This study finds that the blogging form allows the kids to experiment and find their own voices while they study the narrative form. It is a way of expressing creativity in terms of form while learning to control content. In some cases, students who had done worse in prior years now found themselves with an increased ability to use the narrative form simply because of the change of form. Being able to incorporate technology into the classroom not only provided a pick-up to the workload but also encouraged the students to look at each other’s work. This basis of comparison both inspired and pushed the students to continue working on their own blogs. This way of collaboration and editing also helped children whose grammar and spelling techniques were at lower levels. The study even included cases where the computers would simply underline the misspelled word but not auto-correct or show the correct spelling without the student first looking it up. For the purposes of my paper I would like to incorporate that the blogging form actually increased the ability for kids to find a narrative voice rather than stunted them.