Student’s grow-up with blogs

Dennis Jerz‘ blogging project at Seton Hill is the subject of a good profile in the Pitsburg Post Gazette, which he gleefully pointed out to Kairos readers.

The anecdotal piece raises a number of key issues about blogging and higher education. The headline “Freedom of speech redefined by blogs: Words travel faster, stay around longer in the blogosphere” tells you that this isn’t going to be the standard media blog bust. The anecdotes in this article actually sum up some of the key points any introduction to blogging in higher education might like to make:

1. Student blogging can lead to dialogue with the wider academic sphere:

Jessica Prokop thought the textbook for her class at Seton Hill University was biased and that its author “seems like a bitter man.” In the annals of student rants, nothing extraordinary there.

Except she didn’t just blurt out those words in her journalism class. She blogged them. Soon, the author himself was responding all the way from England, pledging to re-examine an upcoming edition given her critique.

2. Students move from being users to being co-creators of the internet

Students find that their musings on topics from Plato to video games have been discovered by a parent back home who typed their name into a search engine such as Google. Or they’ll discover their homework was incorporated hundreds of miles away into a stranger’s Internet research.

“In another generation, these students would have simply been users of a computer,” Dr. Jerz said. “Now, they are co-creators of the Internet.”

That is both good and bad.

“I remind students that their blogs are public,” he said. “Someday, they’ll be in a job applicant pool, and a potential employer will run their name through Google, and the angry ranting Web log they wrote at age 17 will turn up.”

3. Problems can become “teachable moments” with real world grit, even though boundaries have to be found and enforced

The piece details a number of students who have been suspended at other universities for posting harmful or defamatory posts about staff, students or minority groups. But these instances can become “teachable moments”:

Those cases, and others like them, illustrate the importance of what some say is an emerging campus trend: Faculty are discussing with their students how the medium is transforming free speech.

“It’s a substantial change in how we engage in discourse, especially in this country,” said Alex Halavais, an official with the Association of Internet Researchers who teaches at the University at Buffalo, part of The State University of New York. “As such, I think universities have a duty in some ways to provide students with the tools they need to better participate in that discourse.”…

[Amy Eisman, director of writing programs with the school of communication at American University] said students were more likely to discover boundaries themselves, sometimes by a rough experience.

4. Students learn to be bloggers and this learning experience can help them position themselves as adults within the public sphere:

Jason Pugh, 20, a junior from West Mifflin, said he’d watched the level of discourse rise as freshmen come to campus and see how upperclassmen build reasoned arguments. “There’s a difference between just saying, ‘You’re wrong,’ and saying, ‘I disagree because of point one and point two,’ ” he said.

He views his own blogs as a far cry from the all-opinion rants of his freshman year. “I’ve learned to do better research, so I don’t sound like I’m someone angry at the world.”

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Blog as place and genre

Excellent piece in Kairos on “Blogging Places”. Tim Lindgren explores a range of new place blogs that are primarily concerned with locality and ecology as distinct from the global or purely personal approach of much of the blogsphere.

Some unrepresentative cherry picks:

On blogging genres:

Carolyn Miller and Dawn Shepherd suggest, blogging is remarkable for its ability to adapt to particular rhetorical exigencies, such that “already it may no longer be accurate to think of the blog as a single genre.” In other words, it now may be less meaningful to discuss blogging in general than to examine distinct varieties of the genre such as war blogging, political blogging, academic blogging, or—for the purposes of this study—place blogging. Rather than treating place blogging as a genre of its own (or even as a subgenre), this study will primarily examine it as an adaptation, or perhaps more precisely, a localization of blogging with both generic and geographic qualities….

Anis Bawarshi’s manner of describing genre seems particularly apt in this context: in his words, a genre is “both a habit and a habitat—the conceptual habitat within which individuals perceive and experience a particular environment as well as the rhetorical habit by a through which they function within that environment” (84). In Genre and the Invention of the Writer, Bawarshi suggests that writing is by nature a form of inhabitation: “Writing takes place. It takes place socially and rhetorically. To write is to position oneself within genres–to assume and enact certain situated commitments, identities, relations, and practices” (14). Moreover, a genre possesses “ecological” qualities that enable it to “coordinate a symbiotic relationship between social habitats and rhetorical habitats” (82).

On Journalism and place blogging

The journalistic ancestry of blogging is apparent in local blogs like Simon’s Living in Dryden in which he documents the political and community life in his area of upstate New York: “At this point it’s clear that there’s more than enough going on in Dryden for stories every day. There is an incredible amount happening here, and only a fraction of it can make the paper” (“Six Months”). Simon provides an independent source of news to supplement the conventional print sources, and it is clear throughout that this role as an independent journalist is a local one—he writes as a local for a local audience. For this reason, his blog tends to serve as a growing archive of the local knowledge he considers important for responsible civic engagement in the community.

On blogging as rhetorical place

For Nicholas Burbules, the web is a “rhetorical place” rather than a “rhetorical space” because a place is “a socially or subjectively meaningful space.” In his formulation, this place has 1) “navigational and the semantic elements” such as an “objective, locational dimension: people can look for a place, find it, move within it” and a 2) “semantic dimension: it means something important to a person or group of people, and this latter dimension may or may not be communicable to others.” (78) In his mind, space “does not capture the distinctive way in which users try to make the Web familiar, to make it their space–to make it a place.” By contrast, “calling the Web a rhetorical place suggests…that it is where users come to find and make meanings, individual and collectively ” (78).

In his typification of “place blogs” Lindgren extends Miller and Shepherd’s genre analysis of blogs. Miller and Shepherd talk about the “ancestral genres” of blogs and a process they call “speciation”:

Because blogs appeared so suddenly and so recently, and because evidence about them and those who use them is so available, we have an unusual opportunity to study the evolution of a genre. In this case we can examine what the evolutionary biologist would call speciation, the development of a new genre, rather than the process of adaptative transformation,.. Jamieson’s work on early presidential oratory (1973, 1975) and Miller’s study of the Environmental Impact Statement (1984) did examine the creation of new genres, the first as precedent-setting responses to unprecedented situations, the second as a rhetorically unsuccessful but legally mandated response to a situation defined by“or brought into being by” Congress. One important way to study the rhetorical innovation of a new genre, Jamieson argued, is to look for the “chromosomal imprint of ancestral genres” (Jamieson, 1973); for example, the presidential inaugural can be fully understood as a genre only by seeing in it the imprint of the sermon (Jamieson, 1973), and the State of the Union address can be understood only by seeing it as a successor to the King’s Speech to Parliament (Jamieson, 1975). These ancestral genres should be considered part of the rhetorical situation to which the rhetor responds, constraining the perception and definition of the situation and its decorum for both the rhetor and the audience.

Lindgren uses Bolter and Grusin’s term “remediation” to describe this process. He sumarises Miller and Shepherd’s ancestral forms:

  • genres of political journalism: pamphlet or broadside, the editorial, and the opinion column.
  • personal genres: journal and the diary, along with the newer electronic genres of the home page and the webcam
  • genres of collecting and organizing information: clipping service or media monitoring service, commonplace book

He then ads to this list the specific ancestral genres of place blogs:

Personal Essays

When Chris from Bowen Island Journal describes place blogs as “collections of stories of the writer’s engagement with a place, including the land and culture of a place,” he points to the influence of the essay tradition….

Travel Writing

Traveling often enables a writer to step outside of her routine and perceive a place with new eyes, to see what appears to be natural or inevitable as something constructed…..

Ethnography and Journalism

If place blogging exhibits ancestral ties to the nature writer’s log or the field notebook, it also shares affinities with the notebook of the ethnographer or journalist.

Such a classification is very useful for thinking about many different forms of blogs and provides a useful way of inviting students to do a range of different writing within the blogging environment.

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Learning to become

Another fine paper from Ulises Mejias: A Nomad’s Guide to Learning and Social Software. (Thanks to Will Richardson for the link) His insights on the cultural working out of social software technology is as astute as usual and his framework is superb:

At a more fundamental level, models of learning based on social software can facilitate the shift from what Brown and Duguid (2000) call learning about to learning to be, or to give a more Deleuzian connotation, to learning as becoming. Learning about implies a passive consumption of knowledge in the form of facts. Learning to be implies the application of knowledge in the development of skills that allows us to fulfill a particular (professional or non-professional) role in society. But to highlight the fact that being is not static, I’m using learning as becoming to signify an ongoing process. Learning, as constant becoming, is the work of nomads, to use another Deleuzian image explained below by Semetsky (2004):

“Nomads must continuously readapt themselves to the open-ended world in which even the line of horizon may be affected by the changing conditions of wind, shifting sands or storms so that no single rule of knowing that [learning about] would ever assist nomads in their navigations, perhaps only knowing how [learning to be, or learning as becoming] would” (Semetsky 2004:447, italics in original; my additions in brackets).

Semetsky continues by quoting Casey. ‘The local operations of relay must be oriented by the discovery (and often continual rediscovery) of direction (Casey 1997:306)’. Becoming, as this continual rediscovery of direction, takes place in relation to the world and to others. What social software can do is to help us re-situate learning in an open-ended social context, providing opportunities for moving beyond the mere accessing of content (learning about) to the social application of knowledge in a constant process of re-orientation (learning as becoming).

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