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Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom
Author(s) -
HungerfordKresser Holly,
Wiggins Joy,
AmaroJiménez Carla
Publication year - 2011
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.00039
Subject(s) - inclusion (mineral) , variety (cybernetics) , qualitative research , literacy , pedagogy , psychology , media literacy , content analysis , content (measure theory) , focus group , mathematics education , information literacy , perception , sociology , computer science , social science , social psychology , mathematical analysis , mathematics , artificial intelligence , anthropology , neuroscience
This manuscript explores the inclusion of blogging as a pedagogical tool with preservice secondary teachers from a variety of content areas. The authors focus on data collected over two and a half years with preservice teachers in the content literacy classroom setting, specifically highlighting the qualitative data collected to determine students’ perceptions of blogging as a pedagogical strategy. Once the study is discussed, and qualitative findings outlined, the authors provide suggestions for other practitioners considering the use of blogging in their classrooms.