Classroom Blogging

Blogging with students is a method of writing and reading that incorporates new, online literacies. Blogging also connects students' means of communication outside of school, with academic means of communication inside of school. Without these advancements and connections, the work inside the literacy classroom may seem or be irrelevant to students' lives and to the future of writing, reading, and communicating. This article, by Lisa Zawilinski, provides a theoretical rationale for blogging: "The Internet is this generation's defining technology for literacy...Schools need to prepare students for these new literacies by integrating them into the curriculum, and blogs are an easy way to begin." Zawilinski also emphasizes the relationship between reading comprehension and writing on the internet:

"As online readers gather information to solve a problem, they frequently analyze

information, critically evaluate, synthesize across multiple texts and communicate with

others using instant messag- ing, e-mail, blogs, wikis, or other communication vehicles.

These essential new literacies of online reading com- prehension emphasize higher order

thinking skills like analysis, synthesis and evaluation and can be practiced through

blogging."

While subbing for the library teacher, 8th grade students and I read "Blogs vs. Term Papers," by Matt Richtel in the NYTimes. Richtel reviews points for and against both forms of writing, showing how blogging encourages thoughtful, creative writers to enter into a "public, interactive discourse." He writes:

"Why not replace a staid writing exercise with a medium that gives the writer the immediacy of an

audience, a feeling of relevancy, instant feedback from classmates or readers, and a practical

connection to contemporary communications? Pointedly, why punish with a paper when a blog is,

relatively, fun?"

On the other hand, the rigor, critical thought, and argumentation of the substantive term paper is still preferred by some.

It's an important debate for 21st century students and teachers. The 8th graders with whom I read this article by and large preferred blogging to paper-writing. They do some of each in their English Language Arts classroom. Among their arguments in favor of blogging they included, "My hand hurts when I write," "I like how other people comment on my writing," and "Papers are stupid." In more or less words, I think they're saying that typing on computers is the current mechanism for writing and that's not changing; that feedback and an immediate audience are important to them; and that blogging feels more relevant and authentic than term papers. I'm inclined to agree...but every time I write a term paper, I am amazed at how much I learn from the process. It is arduous and sometimes painful, but when I reflect on the process, I realize how much it forced me to think in ways I had not yet thought. Paper-writing forces me to make an argument that can be substantiated, a practice I don't think the 8th grade students have mastered or experienced yet.

I guess I'll promote both forms of writing. Maybe I'll even combine them in some cases. There is no reason why students can't post on a blog an entire paper with sources and all. But I see benefits to both, and especially for students who are college-bound, I think it remains essential that they learn to write shorter, reflective responses on blogs as well as longer, more substantiated, argumentative papers. And I think both of these forms of writing allow for the development of higher-order thinking skills.

Common Core State Standards & Pre-reading Strategies

In the following video, David Coleman (writer of the Common Core State Standards), encourages teachers to do away with pre-reading strategies: "We lavish so much attention on these strategies in the place of reading. I would urge us to instead read." Because we live in a state that is currently transitioning to the CCSS and because our class utilizes pre-reading strategies, I think this debate is relevant, interesting, and important. Here is the timeline for CT, indicating that we will have fully-adopted the CCSS by the 2013-2014 school year.

For more information on why David Coleman's claims about pre-reading strategies are controversial and potentially problematic, see this debate. [The video is a little long. I would encourage you to watch minutes 3:27-6:00.]

As a teacher-in-training, new to the theories and practices of reading strategies, I cannot yet say where I stand on this issue. My inclination, however, is to say that it depends. Arguing for or against reading strategies depends on who your students are, what texts you are reading, and what your goal is. For example, an AP English classroom of advanced, independent readers might feel underestimated by or bored with reading strategies. On the other hand, some reading strategies (i.e. dense questions, RAFT) are fruitful for students at many levels. Even our classroom of graduate students had a vibrant discussion in response to a RAFT prompt on The Hunger Games. Other strategies (i.e. story mapping) may be more appropriate for a classroom of dependent, struggling readers. To address Coleman's concern that time is wasted, particularly during pre-reading strategies, I must inquire who his students are. Many of the students I've worked with in the past months will not or cannot dive straight into a text, as Coleman urges. When faced with the risk of losing students' attention to a text altogether, I'd be willing to spend the time engaging them prior, during, and after reading.

Teachers must also make thoughtful decisions about how to teach strategies and skills that make sense with the text(s) our classes are reading. If plot isn't central to the literature we're reading, story frames would be an ineffective choice. If the characters lack complexity or richness, character maps would be unnecessary. No matter how independent our students are, if the text's language is particularly difficult or unfamiliar, some pre-reading strategies that activate prior knowledge can help students overcome some of these challenges. With other texts, the words themselves may seize students' attention and interest. In this case, I agree with Coleman: "I would urge us to instead read."

Lastly, teachers must discern and articulate their goals and objectives behind the strategies. These are inextricably linked to students' backgrounds. If students have yet to master an important skill, then a reading strategy may be a method to assist students in this process. For example, if the goal is to help students visualize as they read, graphic organizers can be an invaluable tool for students at many reading levels.

There is not one answer to teaching ELA. There is not one method that will cause students to engage in meaningful reading and meaningful learning. Instead, teachers must carefully observe and assess their students, texts, and goals in order to identify creative and effective instructional strategies. In certain times and places, for certain students and purposes, Coleman's advice is shrewd. In other times and places, for other students and purposes, reading strategies are effective tools to deepen comprehension.