Annotated Bibliographies - The Use of Blogging in Education

Annotated Bibliographies

Paul Leslie, Novia Scotia Community College, and Elizabeth Murphy, Memorial University, conducted a study to further understand the importance of blogging among students at the post-secondary level. The blogs were sampled from an all women’s college in the United Arab Emirates (Foundations Department at the Dubai Women’s College) and were tested according to previously tested instruments. The particular emphasis in studying the content of the blogs is to understand the social and instructional contexts that blogs create and nurture. The study included a study of literature, which identified the positive and fruitful aspects of blogs, and the researchers concluded that blogging has two main purposes: social and knowledge construction. Another relevant fact that resulted from the study is that the women students disclosed more emotional responses to their blog. Examples of this include stating any fears or anxieties regarding school work. In addition, students’ blogging efforts showed a prolonged effort to take ownership for their education and revealed the processes of learning through daily blogs. The purpose of this research study is helpful for identifying the many uses of blogging, especially in a post-secondary setting. All in all, educators and curriculum designers can use this study to further design a learning atmosphere, with the proper use of blogs, which will promote a motivating and social environment for students to best adapt to their needs.


Leslie, P. & Murphy, E. (2008). Post-Secondary Students’ Purpose for Blogging. International Review of Research in Open and Distance Learning.


Cheryl C. Smith, Assistant Professor of English and Coordinator of the Writing Across the Curriculum program at Baruch College, authored “Technologies for Transcending a Focus on Error: Blogs and Democratic Aspirations in First-Year Composition.” The significance of this article points to the many trials and tribulations that first-year college students endure. However, a certain technology tool can encompass the initial mistakes of adjusting into a post-secondary academic environment. Blogging can be used by first-year college students to use the blogging arena to further understand college writing. Expression of language and emotion through blogging can further inspire students to connect with each other and learn more about academic writing. In addition, Smith postulated that faculty are mainly concerned with errors and omissions, and not necessarily provide the flexibility and understanding that first-year students may need. Frustrations from both ends could lead to negative experiences in the classes. According to Smith, blogs provide answers to questions – “While my main purpose here is to explore the impact of changing literacy practices on higher education – how reading and writing habits are evolving and how and why college educators should tap into new spaces being created for writing – I also want to position first-year writers – my own students – in the context of all the changes in order to advance a pedagogy of bloggings as a productive response to these changes” (38). Smith’s article addresses the needs of both students and faculty, and offers a proposed solution to alleviate these problems and concerns. In this sense, students’ engagement in blogs can further support each other instead of hinder one another from producing their best work in a new academic environment.

Smith, C. (2008) Technologies for Transcending a Focus on Error: Blogs and Democratic Aspirations in First-Year Composition. Journal of Basic Writing.