Online Collaborative Inquiry: Classroom Blogging and Multiple Literacies

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Running Head: ONLINE COLLABORATIVE INQUIRY

Online Collaborative Inquiry:

Classroom Blogging Ventures and Multiple Literacies

University of Saint Joseph

Article for Connecticut Reading Association Journal, November 2012 Issue

Judy M. Arzt


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ONLINE COLLABORATION INQUIRY 2

Online Collaborative Inquiry:Classroom Blogging Ventures and Multiple Literacies

In the ever-expanding world of technology and access to online information, literacy has

moved beyond the print page.A Pew Research Center(2012) study found that thenumber of adults owning tablets jumped from 10 percent to 19 percent in a 2-weekperiod ending 2011. The study also confirmed that those who use e-readers read morebooks than those who stick with print books. Best selling e-books are now listed in suchstables as The New York Times Book Review. Clearly, people have shifted their readingto online. What this means for school children and how they will develop their literacyskills requires educators scrutiny. The technology alone will not make a difference, butthe demand from young children to use it exists.

The articleEmpowering students with digital reading(Puente, 2012)indicates that whenthe Charleston, South Carolina School District added 206 e-books to school libraries,students K-12 downloaded the books 101,000 times, and students in one district Title 1

elementary school did so 56,000 times. After the Auburn, Maine School Districtimplemented a full-scale iPad initiative, a control group study of the districtskindergarteners revealed that the eight sections that practiced literacy instruction withthe tablets compared to classes taught in the conventional manner scored higher onstandardized tests measuring phonemic awareness and other literacy skills. Thesereports and others like them suggest the growing power of digital tools to have a positiveeffect on student motivation and learning.

However, it is not the technology that accounts for success. It is how the technology isimplemented and integrated into the curriculum that accounts for student achievement.Educators need to tease out the best uses of the technology. Students should not bemere consumers of technology. They should be composing and creating effective

communications with the tools to develop advanced literacy skills. A 2008The NationalCouncil of Teachers of EnglishPosition Statement declared: Because technology hasincreased the intensity and complexity of literate environments, the twentieth-firstcentury demands that a literate person possess a wide range of abilities andcompetencies, many literacies. Specifically, NCTE Position Statement urges teachers tohelp students:

Develop proficiency with the tools of technology

Build relationship with others to pose and solve problems collaboratively andcross-culturally

Design and share information for global communities to meet a variety ofpurposes

Manage, analyze, and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts

Attend to ethical responsibilities required by these complex environments

In reshaping language arts standards, in 2010, theInternational Reading Association/National Council of Teachers of Englishannounced that students need to use a varietyof technological and information resourcesto gather and synthesize information and to
http://pewresearch.org/pubs/2236/ebook-reading-print-books-tablets-ereadershttp://pewresearch.org/pubs/2236/ebook-reading-print-books-tablets-ereadershttp://pewresearch.org/pubs/2236/ebook-reading-print-books-tablets-ereadershttp://www.districtadministration.com/article/empowering-students-digital-readinghttp://www.districtadministration.com/article/empowering-students-digital-readinghttp://www.districtadministration.com/article/empowering-students-digital-readinghttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.districtadministration.com/article/empowering-students-digital-readinghttp://pewresearch.org/pubs/2236/ebook-reading-print-books-tablets-ereaders


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create and communicate knowledge. This recommendation asks teachers to diversifythe way in which they use tools to enhance students communication and creation skills.

TheNational Education Technology Standards for Students (NETS),adopted by manystates, enumerates competencies, including an emphasis on creative expression andcollaboration. Among the recommended competencies are the abilities to:

Create original works as a mean of personal or group expression

Use digital mediato communicate and work collaboratively, including at adistance, to support individual learning and contribute to the learning of others

Interact, collaborate, and publish with peers, experts, or others in employing avariety of digital environments and media

Develop a cultural understanding of global awareness by engaging with learnersof other cultures (International Society for Technology Education, 2011)

Although a wide variety of tools exist to meet NCTE, IRA, and ISTE guidelines, bloggingin particular serves all of these purposes. Blogging enables students to expressthemselves creatively, to engage with multimedia tools, to communicate and collaborate

with others, and to publish and share information with a diverse audience. In classroomswhere students have blogged with others in distant places, students have acquired deepunderstanding of the interconnected global world. Moreover, blogs document in oneconvenient electronic site the development of students literacy skills over time. Bywriting comments on others blogs, students employ active reading--analyzingsynthesizing, and critiquing texts. In researching what to write about when blogging,students employ varied critical thinking skills. In essence, blogging creates anenvironment for sharing and peer review and establishes an online community ofengaged and active readers and writers.

Blogging as a Communicative, Interactive Learning Activity

The word blog is a derivative of the term web log. Traditionally, blogs have beenconsidered chronological posts. However, they are also interactive websites withmultiple pages that prompt interactivity between authors and readers. The ability toembed multimedia increases the communication aspect. Bloggers can insert images,audio, and movies, aiding readers in understanding what text alone cannot express. Theability to label posts into multiple categories using hyperlinks is another feature thatcontributes to reader interactivity. Readers merely need to click on labels to accessentries of interest to them. All of these varied features allow students as readers andwrites to practice literacy in an environment that will be increasingly present in their lives.

Blogging does not supplant the curriculum. Instead, students can work to achieve

curricular standards in new and creative ways. Students can use blogs to respond toassignments, reflect on learning, showcase best work portfolio style, and most importantreach an audience beyond the teacher as sole respondent. Whereas bulletin boards andstudent-created books in the past served such purposes, blogging extends the possibilityin that students influence a much broader audience and readers can further theconversation. Reader response authenticates the writers voice, and reader commentscontribute to an ongoing dialogue between the author and the respondent. Authors canreply to their commentators, and the looping can continue both immediately and any
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time into the future.

One first grade teacher,Karen Lirenman(2012) reflects that among her most significantaccomplishments this year was starting her students on blogging in a class blog andindividual blogs. She observes the young learners achieved a voice as genuinewritersand were excited when they saw people whom they did not even know read

and left comments.They now wrote not because it was required, but because theywanted to, and many wrote from home on their own time. The main class blog, whichshowcased student learning, garnered 199 written replies and logged 21,500 visits.Lirenman is not alone in reporting these kinds of results. Many teachers report similaroutcomes once blogging is introduced and sustained in the classroom.

In essence, blogging creates opportunities for students to share knowledge with anaudience, to communicate beyond the boundaries of the classroom, and to composewith contemporary technological tools. The ability to reach a global audiencedistinguishes blogging from other communication tools conventionally incorporated in theclassroom. Alan November (2010) in Empowering Students with Technologyobserves:If students are given an authentic audience, they work harder as a group than they work

for their teacher alone. Referencing music and drama teachers, he underscores, It isan audience that is the primary motivator of student practice (p.6). In the best scenario,Ultimately, classrooms will become global communication centers and students will beconnected to an increasing set of authentic relationships (p. 7) in Novembers mind.Blogging accomplishes this vision.

Table 1

Benefits of Blogging

The opportunity for students to find a personal voice, explore their interests,and express themselves in a medium attractive to like-minded readers,

Student enthusiasm for writing because ones ideas are directlycommunicated to others.

An archived portfolio to document progress and interactions with others.

Student acquisition of journalistic skills, including accurate reporting,documenting sources, and confirming credentials of sources.

No longer writing for a grade and a school assignment, but doing so based onpersonal motivation.

Stepping into the role of teacher, communicating information through avariety of instructional strategies given the ease of integrating multimedia intoposts.

Practicing civic discourse by learning how to write proper blogs andcomments for a public audience.

Opening doors for global exchanges among classes and with people in allparts of the world.

Learning firsthand about varied cultures through global exchanges.

Collaborating with other readers and writers within the classroom and beyondto compose joint texts.

Practice with communication tools inherent to the todays digital world.

Building a community of writers and readers, by posting and commenting,and continuing the dialogic cycle.
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Raising the stakes for writing, given an expanded audience, provokingincreased attention to clarity of expression, organization, development ofideas, vocabulary, grammar and spelling.

Creation of numerous opportunities for students to discuss what literacy is inthe contemporary age and what literacies will be important in their futures.

Stories of Blogging

Overview

Literacy experts such as Donald Murray, Ken Macroire, and Nancie Atwell advocate thatwhen students write about course content, learning is reinforced. Blogs allow students tohighlight their learning and express themselves creatively and insightfully. Studentsbecome active learners by reflecting on their own learning. Blogging enables students topredict as well as reflect back on learning. As forms of creative expression, studentsshare a variety of compositions they create ranging from simple poems to complexmovies.

Teachers using blogging also note that by writing for the Web students carve out theirdigital identity. Teachers who have had success in their classrooms spend time teachingstudents how to write posts and replies. Most online platforms for blogging also enableteachers to set preferences for moderation of postings and commenting. These andother features contribute to establishing a rich and safe environment for effectivecommunication through blogging.

Blogging For Critical Inquiry and Creative Expression

Pernille Ripp, of Verona, Wisconsin works with students to emphasize critical inquiry andcreative expression. Weekly blogging challenges engage students in problem solving

and thinking through an issue. Challenges used this year with her fifth graders included:1) The Principle of Principals, describing a principals responsibilities; 2) A Letter to theTeacher, a futuristic time capsule; 3) Creating a New School Course, naming anddescribing it; 4) Changing a School Rule; 5) Why Education isImportant; 6) Making a100 Dollars Grow in Three Years.

In response to this last prompt, one student wrote that she would start a website toadvertise and market a shelter to provide homeless people with food, clothing, and asafe haven. A peer took a creative approach and commented on the post that he woulddonate his money to her because she knows how to make money grow by the Nthdegree by helping others. When asked how blogging benefited them, students postedthat it: 1) helped them think through ideas for classroom writing assignments, 2)

increased their vocabulary and grammar skills, 3) contributed to their sense of writing foraudience, and 4) expanded their learning by reading peers blogs. These self-reflectionspoint out advantages of blogging as a means for students to analyze their own growth aswriters and thinkers.

TheGlobal Read Aloud Projectthat Ripp coordinates focuses on students from aroundthe world selecting a common book to read. Students report their responses on a blog orin a comparable fashion. By sharing responses, students in each of the classrooms learnhow people from different countries interpret a common work of literature. This project
http://globalreadaloud.blogspot.com/http://globalreadaloud.blogspot.com/http://globalreadaloud.blogspot.com/http://globalreadaloud.blogspot.com/


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epitomizes the use of technology for students to communicate and collaborate globallyand to learn from one another about different cultural perspectives.

Writing to Learn and Literacy Education

A third grade teacher from West Hartford, Connecticut,Johanna Cleary (2011) hares

many of the ideas she integrates into her use of KidBlog, a student-friendly bloggingplatform. She offers these selected suggestions (see Table 2) to teachers based on herexperiences.

Table 2

Pedagogical Ideas for Blog IntegrationIndependent ResearchProjects

Students who regularly finished work early started their ownindependent projects onKidBlog, ranging from Haitianculture to Autism Awareness

Homework Blogs For those with access at home, you could assign weekly

blog topics as optional assignments. Post a math challengeof the week, vocabulary and spelling lists and websites, andpost nightly assignment schedules.

Animal Blogging For 3rd grade animal adaptations unit of study, we bloggedon a different blog site about our animals we wereresearching. Students could blog onKidBlogall about theiranimals habitats, diet, predators, adaptations for survival,and so on.

Book Clubs In lieu of traditional Readers Response Journals or booktalks, create small book clubs of 3-4 students and assign

them a great piece of childrens literature to blog about.Give daily reading assignments and post specific topics,questions, and discussions for your students to respond towith their book clubs on the blog.

All About Me Blogs In many classrooms, students are chosen to be the studentof the week, and they share colorful posters at morningmeeting that theyve created to tell a little bit aboutthemselves. Instead of a poster, students could all create ablog all about their families, pets, history, talents, andhobbies to share on an interactive whiteboard with theirpeers.

Conservation Blogs During this unit of study, challenge students to manage aKidBlogthat explains why conservation is important for thefuture of our planet. Assign weekly topics, such asrecycling, water conservation, energy conservation,composting, etc. Students can upload photos from classexperiments in their blogs.

Blog Book Reports Instead of having your kids hand in one more hand written
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book report that they dont want to write (and you dontwant to grade), assign a blog report instead! Students reada book of their choice on their own time, and use class orcomputer lab time to log into their blogs to create a booktalk or book report to share with classmates.

Summer Blogs Keep in touch with your students over the summer or otherbreaks by posting and commenting on each others blogs.

Like Mrs. Ripp, Cleary notes it helps to build suspense and to keep students guessingabout upcoming blog topics. She remarks, KidBlog offers endless possibilities for theclassroom. Change up the purpose for using KidBlog to keep kids engaged andinterested.

Writing Across the Curriculum and Multimedia

Two sixth grade teachers, Mr. Seyfert from Pewaukee, Wisconsin, and Mr. Avery, of

Plympton, Massachusetts, incorporate blogging across the disciplines and maintain aclass blog and single student accounts. In both classes, students use multi-media oftento communicate information. The advantage of blogging is that the multimedia productcan be embedded right within an entry, adding visual, audio, and interactive appeal aswell as enhancing communication of the intended message.

Each student in Seyferts class maintains a KidBlog, accessible through a directory onmain page:Mr. Seyferts Class(2012). Seyferts students reflect on: 1) What do youthink adults can learn from kids, 2) Reading to Learn, a description of ones readinghabits 3) Just the Right Book, recommendation for class reading, and 4) at thebeginning of the year, What do you think my class would be? These topics provokedeep thought and inquiry into ones own behavior and thinning processes. Additionally,

students share expressive poetry, recordings of dramatic readings, and informationabout their scientific inventions such as those on kinetic energy and ecosystemmanagement. In reflecting on technology itself, students write reviews of their favoriteWeb 2.0 tools and embed samples of products they have created with these these tools.In regard to technology, they disseminate information about digital citizenship. A fullgamut of communication activities is evidenced in the students postings.

Students in Mr. Averys class routinely incorporate multimedia into posts. Culminating ascience and social studies unit, they created an Animoto video. To produce this video,they researched a country and its animal adaptation and filmed an interview with ananimal expert. Next, they consulted theCreative Commons website to learn about legaluse of images. Once these tasks were completed, they uploaded toAnimoto 20 photos

and composed 10 textboxes reflective of their research findings. Several of the finishedvideos are featured in an entry, Animal Animotos (Avery, 2012). For another project,students producednew-castsof themselves as television reporters in which theyrecapped research about endangered animals (Avery, n.d.) This project empoweredstudents to serve as teachers who availed themselves of an array of instructionaltechniques to vary their teaching techniques.
http://kidblog.org/MrSeyfertsClasshttp://kidblog.org/MrSeyfertsClasshttp://kidblog.org/MrSeyfertsClasshttp://creativecommons.org/http://creativecommons.org/http://animoto.com/http://animoto.com/http://mravery.edublogs.org/2012/03/29/animalanimotos/http://mravery.edublogs.org/2012/03/29/animalanimotos/http://mravery.edublogs.org/2012/03/29/animalanimotos/http://mravery.edublogs.org/videos/news/news-team-4/http://mravery.edublogs.org/videos/news/news-team-4/http://mravery.edublogs.org/videos/news/news-team-4/http://mravery.edublogs.org/videos/news/news-team-4/http://mravery.edublogs.org/2012/03/29/animalanimotos/http://animoto.com/http://creativecommons.org/http://kidblog.org/MrSeyfertsClass


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The examples from both these sixth grade classes exemplify students achieving thegoals of creating with a variety of technology tools to communicate with others.Moreover, although a variety of websites were used for authoring, the medium of a blogenables archiving the products for sharing and commenting in one convenient place.

Reaching Beyond the Boundaries of the Classroom through Global Projects

Aviva Dunsiger, who teaches at the Ancaster Meadow School, Ontario, Canada, hasbeen integrating blogging with her combined first and second grade class for a numberof years. Of note, her class is an inclusive one with students with special needs includingthose with autism.

Attuned to pushing students skills, Dunsigerregularly engages her young learners inglobal blogging and Skype exchanges. She, like others, maintains a class blog andindividual student blogs. In addition, her own professional blog serves as a way for her toself-reflect on what is happening in the classroom and to keep others informed ofstudents experiences with using technology to communicate and collaborate.

Among online collaborative projects Dunsigers students joined this year were the

Butterfly Garden Project Initiative,Math Congress, and Skype Literature Circle. Forthe butterfly project students Skyped with a field expert and recorded the experience inthe class blog and in their individual blog. Via a Twitter account set up by teacher, thestudents, as microbloggers, tweeted about the butterfly project. Dusinger collected thesetweets withStorify, a site that scans tweets through a word search and allows fororganizing them to create a story. A final version of butterfly Storify is available on theblogMiss D: So Much More Than Just Another HWDSBSite in an entry:Live Learner(Dunsiger, 2012). A students entry on his own blog, Butterfly Expert, is an illustration
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Mitchell notes that last year, 70,000 students and 200 classes from over 35 countriesparticipated. This level of engagement attests to the power of blogging to create a vastworldwide network of a community of student authors. Two descriptions of recent quadblog projects follow.

The Tale Trail Project

In the spring 2012, six classes, grades 2 through 6, from four countries, collaborated to

write a story in installments. The students in all the classes had the opportunity to votefrom a variety of options for their storyline, and the winning selection was the The TaleTrail. Students merely had the opening: An underground tunnel is found below theschool. It takes you to. A brief recap of the classes collective story exemplifies howthe process unfolded.

Students inMr. Salsichs 3rd grade class from Stonington, Connecticutstarted thetale, inventing two characters, Max and Tiffany, who dig beneath a rock in theschool playground and slip into the tunnel.
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They end their portion of the narrative with the two children hearing mysterioussounds.

Third graders from Mrs. Yolliss Los Angeles, Californiatell the children discoverthe sounds derive from a carnival replete with a Ferris wheel, food concessionstands, and a ring leader, a reincarnated Ben Franklin.

In the next episode,2nd graders from New Zealand in Mrs. McKenzies classtellthat the Tiffany falls through a trap door.

6thgraders in Mr. Averys Massachusetts classdivulge that Max rescues Tiffany
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and the two discover a Dr. Drakken chained to a chair. When they remove tucktape from his mouth, they learn he invented a time machine to revive BenFranklin as class guest speaker, but the invention failed and Franklin held hisinventor captive.

Mrs. Watsons 2nd-3rd graders from Sointula, Canadacontinue the tale with Maxfalling through another trap door and landing in a cage.

The story is concluded byfourth graders fromAustralia in Mrs. Morriss and MissJordans classeswho disclose that Tiffany reads Franklin his biography enablinghim to revert to himself and rescue the children, dropping them at their classroomdoor where they ruminate: Our teacher is never going to believe where wevebeen. Were going to get anA on our next history project. This was a school daylike no other.

Aside from creating this tale collectively, the students in all classes checked oneanothers sites regularly and posted comments, particularly about the unfolding elementsof the story. Thereby, their collaborations were multi-layered, deepening the experienceof the online project crossing continents and time zones. Reflecting on the collectiveproject once it was completed, 6th grade teacher S. Avery (personal communication,June 18, 2012) expressed these thoughts:

Our Tale Trail project turned out to be the perfect way to demonstrate bothcollaboration as well as working with literacy ideas. For the students to have theopportunity to see how other classes write, to use multiple story elements, and behighly engaged in the writing process, the project turned out to be even moresuccessful than I had thought it would be when I started the idea. What I really

enjoyed about it was that it covered a variety of grade levels. Each grade, eachclass was able to learn from the others. Younger students were able to see the useof detail that older students used. Plus, in writing it as a class, we were able tomake sure that all students had a say in the story.

Averys comments reveal the collaboration that occurred within classrooms and theaspect of younger students learning from older ones, another benefit of blogging acrossclassrooms. Again, students step into the role of teacher, this time acting as virtual
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mentors. With younger students emulating older ones, the power of blogging to influenceand motivate students in the act of writing is twofold: the older students can take pride intheir leadership skills, and the younger ones can aspire to achieve in ways comparableto their writing coaches.

Once the full tale was composed across all classes, the story was still fragmented, with

readers needing to access all the classes sites in sequence to follow the unfolding plot.However, at the very end of the project, students in all classes audio recorded theirsegments. They then put together their audios with the original texts and illustrations tocreate a fully multimedia book stitching all the segments together to form acomprehensive whole. This completed book was created using theSlideRocketpresentation site. The finished product was embedded in each of the classs sites for anyvisitor to see the completed story as a whole. The entry The Tale Trail: From Start toFinish (Morris, 2012b) on the Australians class blog was one of the first copies to golive, and has attracted comments from people around the world including teachers andstudents in a 2nd grade class who viewed SlideRocket.A look at the other classes sitesreveals a similar response of congratulatory remarks. The power of the Internet and theuse of multimedia tools for students to author in this way are reminders of the facets of

new ways in which people communicate today. No longer is the printed page the onlyoption when alternative media tools exist to create interactive texts.

Our Stories, Our World

A second quad blogging project,Our Stories, Our World, Primary Students Connectingand Sharing, focused on social studies, culture, and geography skills. In this 6-weekproject, students from Belize, Ghana, USA, Canada, and New Zealand posted to acommunal blog. Each week a new topic was introduced: 1) a typical school, 2) recessactivities, 3) food, 4) local environment, 5) traditional stories and festivities, and 6)traditional songs. For the final week, students videotaped themselves singing atraditional song and embedded their video in the blog. The project enabled students to

teach one another about customs of their country. This project exemplifies studentsbuilding bridges across cultures. Instead of reading about cultures from textbooks, nowstudents authored the content. Once the project was completed, students created acollective recording with Slide Rocket. Each class read a portion ofMem FoxsWhoever You Are, a story about tolerance and global understanding. The image belowis a hyperlink to access the audio book.
http://www.sliderocket.com/http://www.sliderocket.com/http://www.sliderocket.com/http://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://ourworldourstories.edublogs.org/category/school-dayhttp://ourworldourstories.edublogs.org/category/school-dayhttp://ourworldourstories.edublogs.org/category/school-dayhttp://ourworldourstories.edublogs.org/category/school-dayhttp://ourworldourstories.edublogs.org/category/school-dayhttp://ourworldourstories.edublogs.org/category/school-dayhttp://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://www.sliderocket.com/


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Not surprisingly, the collective blog Our Stories, Our World won an award for bestsharing blog based on exemplifying to the education communication what students andteachers can achieve when they work together. The announcement of the honorappears on the sites entry: We Won an Edublog Award (Morris, 2011).

Some Concluding Comments about Quad Blogging

For the students who participate in quad blogging, the learning is multifaceted. Theylearn firsthand from peers around the world how others live, form internationalfriendships, and engage in learning that they will never forget. Elements of problem-based learning, collaborative learning, critical inquiry, multiple literacies, and multimodalcomposing all combine in the ongoing projects. Students are empowered by knowingtheir compositions reach a wide audience and that through this sharing, others arelearning. The global audience Alan November speaks of is truly realized. Students at a

young age begin to discover firsthand facts about countries around the globe from age-mates instead of textbooks. Their blogs attract numerous visitors, conferring uponstudents a sense of pride. Students in Mr. Salsichs third grade class, who participated inboth the quad blogging projects described above, attracted 52,000 visitors from 143countries to their blog,Third Grade Explorations in Learning. In a blog entry Visitors

Around the World(Salsich, 2012), in celebration of Flag Day, the students includedhand-drawn flags from all these countries and sorted their illustrations by continent andindicated the number of visitors per country. This image exemplifies the effect.
http://ourworldourstories.edublogs.org/http://ourworldourstories.edublogs.org/http://ourworldourstories.edublogs.org/http://jmsalsich.edublogs.org/http://jmsalsich.edublogs.org/http://jmsalsich.edublogs.org/http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://ourworldourstories.edublogs.org/http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://jmsalsich.edublogs.org/http://ourworldourstories.edublogs.org/


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Of further interest, Mr. Salsichs class blog features a RSS (Real Simple Syndication)feed, allowing visitors to subscribe for automatic updates via email or a subscriptionservice such as Google Reader. Many new to RSS feeds are just beginning to discoverhow this mechanism allows for reading blogs in digest form. Elementary school childrenexposed to this interconnectivity gain a valuable experience for preparing themselves tocommunicate in a digital age.

For those wondering if quad blogging improves students communication skills, MaggieHos-McGrane (2012) offers a research-based assessment in the blog entry LessonsLearned. She examined students posts and comments pre quad blogging and a couple

weeks into the project. Once the quad was underway, student communication wascharacterized by a greater sense of rapport, increased reading ofpeers work, elongatedconversations based on improved questioning techniques, and more in-depth and betterorganized writing. Students appreciated receiving feedback, and it was found that theywere more accepting of criticism from peers than they would have been from a teacher,even when peers were in other classes.

Advice for Setting Up and Managing Class Blogs
http://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.htmlhttp://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.htmlhttp://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.htmlhttp://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.htmlhttp://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.htmlhttp://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.html


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Preparation

Many teachers when they first develop an interest in blogging will visit blogs created byother classes. The examples offered in this article, which are accessible via thehyperlinks, provide a starting point. A good number of the sites referenced were createdwith KidBlog and Edublogs, which have built-in classroom management features. Online

tutorials for learning how to operate these platforms are available, but many teachersreport that KidBlog is especially easy for them and their students to manipulate withoutmuch technical preparation. Edublogs sponsors annual awards including ones for bestclass and student blogs. A look at theBest Student Blogs for 2011(Edublogs, 2012)yields examples from a variety of grade levels and classroom settings. Moreover, theWelcome to Blogging for Teachers and Students(Edublogs, 2012) web page on theEdublogs site is a gateway to finding class blogs by grade level and subject area.ThePrimary and Elementary Education(Edublogs, 2012) page features links to 76 classblogs, indicating age range and school location, and is an excellent motivator to helpothers understand the extent to which blogging has entered classrooms as part ofstudents routine education.

Teachers also report starting with a few offline activities. One such activity is describedin this blog post Making Paper Blogs to Prepare for the Online Experience,written byElizabeth Peterson (2012) who teaches fourth grade in Amesbury, Massachusetts. Inthis activity, students first learn the terminology of blogging by examining a paper mockup of a post the teacher has created. A labeled diagram emphasizes the basic terms:Blog Title, Post Title, Author Name, Date of Publication Sidebar, and so forth. Studentsnext write on paper a blog following the format and learn about design elements. Oncethey are ready, they proceed to computers to set up a first post. To practicing comments,they affix sticky notes with their remarks on paper blogs. The process continues andincludes extensive student discussion about what constitutes a good blog post andcomment. In accessing Petersons post about the paper blog project, viewers will locatelinks to adjacent topics, such as teaching responsible digital citizenship in an online

environment and why students like blogging.

Getting Students Blogging and Some Blogging Policies

Teachers new to blogging might begin with a class blog before introducing individualstudent accounts. Via a projection screen, students as a class can collectively authorfirst posts and comments and discuss their merits. During early weeks, students canalso return to authoring on paper before transposing to the computer screen. After a fewweeks or months working off a shared class account, students readiness for individualblogs can be determined. In upper grade levels, students are likely to be preparedquickly, and teachers will find that some students are already blogging on their own.

These students can offer tips to the class.

Early on, teachers need to address concepts of journalistic responsibility, digitalcitizenship, and digital footprint. A blog post from a fifth grader in Mrs. Ripp's class is agood kid-friendly starting point. The student advises: (1) Always remember your safety;(2) Never use your last name or give away other personal information; (3) Be nice topeople (i.e., netiquette).A variety of online sites offer help about teaching onlineresponsibilities. This short 90-second video,Phineas and FerbeRules of theCyberspace Road Public Service Announcement(n.d.), designed for the primary grades,
http://edublogawards.com/2011-3/best-student-blog-2011/http://edublogawards.com/2011-3/best-student-blog-2011/http://edublogawards.com/2011-3/best-student-blog-2011/http://edublogs.org/community/#directoryhttp://edublogs.org/blog-directory/directoryelementary/http://edublogs.org/blog-directory/directoryelementary/http://edublogs.org/blog-directory/directoryelementary/?frm-page=2http://edublogs.org/blog-directory/directoryelementary/?frm-page=2http://edublogs.org/blog-directory/directoryelementary/?frm-page=2http://edublogs.org/blog-directory/directoryelementary/?frm-page=2http://theinspiredclassroom.com/2012/06/making-paper-blogs-to-prepare-for-the-online-experience/http://theinspiredclassroom.com/2012/06/making-paper-blogs-to-prepare-for-the-online-experience/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://theinspiredclassroom.com/2012/06/making-paper-blogs-to-prepare-for-the-online-experience/http://edublogs.org/blog-directory/directoryelementary/?frm-page=2http://edublogs.org/blog-directory/directoryelementary/?frm-page=2http://edublogs.org/blog-directory/directoryelementary/http://edublogs.org/community/#directoryhttp://edublogawards.com/2011-3/best-student-blog-2011/


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is one among many ways to introduce digital citizenship. Clicking on the image providesaccess to the video.

After a class learns about policies by researching a variety of sources, they can as aclass write up their own policies to post in the classroom and online.

The resourceQuality Student Blogs Part One--Posts, created by Kathleen Morris (2012),offers tips for helping students understand specific techniques of writing blog posts.Linda Yolliss (2012)How To Teach Commenting Skillsaddresses the second part ofblogging, how to write appropriate comments. A student guest blogging on theTechnology with Intentionsite offers these tips she learned from Mrs. Yollis:

1. Give attribution if you use someones work. Be sure you have their permission! 2. Read through the recent comments so you dont repeat what someone else

just said.3. Proofread your comments before publishing so people will understand whatyou mean.4. Read the post before writing the comment, so your comment is not out-of-the-blue or off-topic.

5. Never publish a comment that is not checked by a parent.(Hann de, 2011)

Parental permission and adherence to school and district policy are also essential. Allteachers working with students K-12 need to comply with district regulations regarding

posting of student pictures online. Some districts recommend specific sites such asKidBlog or EduBlog. There are clear advantages to students staying with the sameplatform as they move up a grade.

Additional Resources to Learn More about the Use of Blogging in the Classroom

Several resources for ideas and projects to do in the classroom with blogging are offered
http://primarytech.global2.vic.edu.au/2012/06/10/quality-student-blogs-part-one-posts/http://primarytech.global2.vic.edu.au/2012/06/10/quality-student-blogs-part-one-posts/http://primarytech.global2.vic.edu.au/2012/06/10/quality-student-blogs-part-one-posts/http://educational-blogging.wikispaces.com/How+To+Teach+Commenting+Skillshttp://educational-blogging.wikispaces.com/How+To+Teach+Commenting+Skillshttp://educational-blogging.wikispaces.com/How+To+Teach+Commenting+Skillshttp://www.techwithintent.com/2011/05/why-teach-digital-citizenship/http://www.techwithintent.com/2011/05/why-teach-digital-citizenship/http://www.techwithintent.com/2011/05/why-teach-digital-citizenship/http://educational-blogging.wikispaces.com/How+To+Teach+Commenting+Skillshttp://primarytech.global2.vic.edu.au/2012/06/10/quality-student-blogs-part-one-posts/


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in this easy-to-follow guide sponsored by SimpleK-12 (2012):15 Ways to Use Blogs inthe ClassroomSome of ideas are straightforward and geared to students beginning suchas a focus on hobbies or using a blog to track the steps in completion of project. Othersare more complex and require online research or connecting with others online.

Although not all the suggestions focus on the act of blogging itself, they do focus onhelping students understand the purposes and nature of blogging, such as setting up a

bulletin board with blogging terms. Despite the title,l0 Teen Blogging Ideas to JumpStart Creative Thinking(n.d.), the suggestions offered on this web page apply to theelementary and middle grades, and a video to inspire teachers is included as well as alink to the sites web pageBlogs for Kids Under 13(.n.d.).

To learn of a students perspective, the videos found on the web pageWhat Kids Say

about Blogging (Kuhn, 2012) give 3rdgraders opinions about their experiences. Foradditional inspiration and insights into what students think about blogging, checkElizabeth Petersons (2012) post: Students Find Success in Online Blogging. Lastly, forthose looking for a comprehensive guide with numerous links to additional resources,exploreThe Ultimate Guide to the Use of Blogs in the Classroom (Kharbach, 2012).

The resources online as well as in books are plentiful. Two good books to consult areWill Richardsons Blogging, Wikis, and Podcasts and Other Powerful Tools in theClassroom (2010) andWilliam Kists Social Networked Classroom: Teaching in the NewMedia Age(2010). For those interested in combining blogging with global projects,JulieLindsay and Vicki Daviss (201) Flattening Classrooms, Engaging Minds: Moving toGlobal Classrooms One Steps at a Time offers a plethora of advice.

Final Thoughts on Getting Started

Blogging affords a practical and engaging way to meet the standards outlined byprofessional organizations like NCTE, IRA, and ISTE. Blogging engages students inonline conversations, design of multimodal compositions, opportunities to meet and

collaborate with students from around the world, ways to reflect on classroom learning,and acquisition of digital citizenship etiquette. There is no denying we live in a globalworld. Whether students use blogging to reach this world by reading and commenting onother students blogs or by creating and maintaining their own blogs and inviting othersinto their world, they benefit from teacher guidance and support in venturing into theseliteracy endeavors. As teachers, we are the curriculum experts, and given the tools, weneed to make them work in our classrooms to advance students reading, writing, andoverall communication skills. We need to prepare students to be flexible writers, tounderstand how to write for different audiences and purposes, how to communicateeffectively with multimodal tools, and what it means to share ideas online no matter howsmall or large the online outreach. Blogging is an ideal way to achieve many educationaland literacy goals. It relies on easily accessible free tools that are relatively quick to

learn, and student blogging meshes with covering the curriculum. Most powerful, itenables learners to achieve curricular outcomes while also building a strong network of acommunity of learners who can share and enrich one anothers lives. The term NCTEinvokes of multiple literacies is epitomized in the very act of blogging.

References
http://blog.simplek12.com/education/15-ways-to-use-blogs-in-class/http://blog.simplek12.com/education/15-ways-to-use-blogs-in-class/http://blog.simplek12.com/education/15-ways-to-use-blogs-in-class/http://blog.simplek12.com/education/15-ways-to-use-blogs-in-class/http://www.kidslearntoblog.com/10-teen-blogging-topics-to-jump-start-creative-ideas/http://www.kidslearntoblog.com/10-teen-blogging-topics-to-jump-start-creative-ideas/http://www.kidslearntoblog.com/10-teen-blogging-topics-to-jump-start-creative-ideas/http://www.kidslearntoblog.com/10-teen-blogging-topics-to-jump-start-creative-ideas/http://www.kidslearntoblog.com/category/blogs-for-kids-under-13/http://www.kidslearntoblog.com/category/blogs-for-kids-under-13/http://www.kidslearntoblog.com/category/blogs-for-kids-under-13/http://www.shift2future.com/2012/06/what-kids-say-about-blogging.htmlhttp://www.shift2future.com/2012/06/what-kids-say-about-blogging.htmlhttp://www.shift2future.com/2012/06/what-kids-say-about-blogging.htmlhttp://theinspiredclassroom.com/2012/06/students-find-success-blogging-online/?utm_source=feedburner&utm_medium=twitter&utm_campaign=Feed%3A+TheInspiredClassroom+%28The+Inspired+Classroom%29http://theinspiredclassroom.com/2012/06/students-find-success-blogging-online/?utm_source=feedburner&utm_medium=twitter&utm_campaign=Feed%3A+TheInspiredClassroom+%28The+Inspired+Classroom%29http://theinspiredclassroom.com/2012/06/students-find-success-blogging-online/?utm_source=feedburner&utm_medium=twitter&utm_campaign=Feed%3A+TheInspiredClassroom+%28The+Inspired+Classroom%29http://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.htmlhttp://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.htmlhttp://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.htmlhttp://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://www.amazon.com/The-Socially-Networked-Classroom-ebook/dp/B0048BQJR0/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341253866&sr=1-1http://www.amazon.com/The-Socially-Networked-Classroom-ebook/dp/B0048BQJR0/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341253866&sr=1-1http://www.amazon.com/The-Socially-Networked-Classroom-ebook/dp/B0048BQJR0/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341253866&sr=1-1http://www.amazon.com/The-Socially-Networked-Classroom-ebook/dp/B0048BQJR0/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341253866&sr=1-1http://www.amazon.com/The-Socially-Networked-Classroom-ebook/dp/B0048BQJR0/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341253866&sr=1-1http://www.amazon.com/The-Socially-Networked-Classroom-ebook/dp/B0048BQJR0/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341253866&sr=1-1http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-ebook/dp/B0072VTFTM/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341246542&sr=1-1http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-ebook/dp/B0072VTFTM/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341246542&sr=1-1http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-ebook/dp/B0072VTFTM/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341246542&sr=1-1http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-ebook/dp/B0072VTFTM/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341246542&sr=1-1http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-ebook/dp/B0072VTFTM/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341246542&sr=1-1http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-ebook/dp/B0072VTFTM/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341246542&sr=1-1http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-ebook/dp/B0072VTFTM/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341246542&sr=1-1http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-ebook/dp/B0072VTFTM/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341246542&sr=1-1http://www.amazon.com/Flattening-Classrooms-Engaging-Minds-ebook/dp/B0072VTFTM/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341246542&sr=1-1http://www.amazon.com/The-Socially-Networked-Classroom-ebook/dp/B0048BQJR0/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341253866&sr=1-1http://www.amazon.com/The-Socially-Networked-Classroom-ebook/dp/B0048BQJR0/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1341253866&sr=1-1http://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.htmlhttp://theinspiredclassroom.com/2012/06/students-find-success-blogging-online/?utm_source=feedburner&utm_medium=twitter&utm_campaign=Feed%3A+TheInspiredClassroom+%28The+Inspired+Classroom%29http://www.shift2future.com/2012/06/what-kids-say-about-blogging.htmlhttp://www.shift2future.com/2012/06/what-kids-say-about-blogging.htmlhttp://www.kidslearntoblog.com/category/blogs-for-kids-under-13/http://www.kidslearntoblog.com/10-teen-blogging-topics-to-jump-start-creative-ideas/http://www.kidslearntoblog.com/10-teen-blogging-topics-to-jump-start-creative-ideas/http://blog.simplek12.com/education/15-ways-to-use-blogs-in-class/http://blog.simplek12.com/education/15-ways-to-use-blogs-in-class/


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10 teen blogging topics to jump start creative ideas. (n.d.) Retrieved fromhttp://www.kidslearntoblog.com/10-teen-blogging-topics-to-jump-start-creative-ideas/

Avery, S. (2012, March 29). Animal Animotos. [Web log post]. Retrieved from

http://mravery.edublogs.org/2012/03/29/animalanimotos/

Avery, S. (n.d.). News team 4. [Web log post]. News team 4. Retrieved fromhttp://mravery.edublogs.org/videos/news/news-team-4/

Blogs for kids under 13. (n.d.) Retrieved fromhttp://www.kidslearntoblog.com/category/blogs-for-kids-under-13/

Butterfly expert. (2012, April 25). [Web log post]. Retrieved fromhttp://manthony0708.commons.hwdsb.on.ca/2012/04/25/butterfly-expert/

Cleary, J. (2011). Suggested classroom uses for KidBlog. Retrieved from

http://ww2.sjc.edu/students/jecleary/KidBlog_Uses.htm

Dunsiger, A. (2012, April 17). Live learning. [Web log post]. Retrieved fromhttp://avivadunsiger.commons.hwdsb.on.ca/2012/04/17/live-learning/

Edublog. (2012). Best student blogs 2011. Retrieved fromhttp://edublogawards.com/2011-3/best-student-blog-2011/

Edublog. (2011). Blogging for teachers and students made, easy. Retrieved fromhttp://edublogawards.com/2011-3/best-student-blog-2011/

Hann de, J. (2011). Why teach digital citizenship. [Web blog post]. Retrieved from

http://www.techwithintent.com/2011/05/why-teach-digital-citizenship/

Hos-Grane, M. (2012, June 3). Quad blogging: Lessons learned. [Web blog post].Retrieved from http://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.html

International Society for Technology Education (2011). National technology educationstandards for students. Retrieved from http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx

Kharbach. M. (2012). The ultimate guide to blogging in the classroom. Retrieved fromhttp://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.html

Kist, W. (2010). The socially networked classroom: Teaching in the new media age.Thousand Oaks, CA.: Corwin.

Kuhn, B. (2012, June 16). What kids say about blogging. [Web log post]. Retrieved fromhttp://www.shift2future.com/2012/06/what-kids-say-about-blogging.html

Lindsay, J. &, Davis V. (2013). Flattening classrooms, engaging minds: Move to globalcollaboration one step at a time. Boston, MA: Pearson.


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Lirenman, K. (2012, July 12). What a year. [Web log post]. Retrieved fromhttp://learningandsharingwithmsl.blogspot.com/

Mitchell, D. (2012, June 16). What is QuadBlogging. [Web log post]. Retrieved fromhttp://quadblogging.net/

Morris, K. (2012, June 10). Quality student blogs part 1, posts. Retrieved fromhttp://primarytech.global2.vic.edu.au/2012/06/10/quality-student-blogs-part-one-posts/

Morris, K. (2012, June 18). The tall tale from start to finish. [Web log post]. Retrievedfrom http://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/

Morris, K. (2011, December 15). We won an Edublog award. [Web log post]. Retrievedfrom http://ourworldourstories.edublogs.org/

Mr. Seferts class blog. (2012). Retrieved from http://kidblog.org/MrSeyfertsClass/

National Council of Teachers of English. (2008). The NCTE definition of 21 st centuryliteracies. Retrieved from http://www.ncte.org/positions/statements/21stcentdefinition

National Council of Teachers of English. (2010). NCTE/IRA standards for Englishlanguage arts. Retrieved from http://www.ncte.org/standards/ncte-ira

November, A. (2010). Empowering students with technology (2nded). Thousand Oaks,CA.: Corwin.

Peterson, E. (2012, June 1). Making paper blogs to prepare for online experience. [Weblog post]. Retrieved from http://theinspiredclassroom.com/2012/06/making-paper-blogs-to-prepare-for-the-online-experience/

Peterson, E. (2012, June 19). Students find success in online blogging. [Web log post].Retrieved from http://theinspiredclassroom.com/2012/06/students-find-success-blogging-online/

Pew Research Report. (2012). Pew Internet and American Life Project.The rise of e-reading. Retrieved from http://pewresearch.org/pubs/2236/ebook-reading-print-books-tablets-ereaders

Phineas and FerbeRules of the cyberspace road public service announcement. (n.d.)[Video file]. Retrieved from http://www.youtube.com/watch?v=P_-XDGkfDSM

Puente, K. (2012, April). Empowering students with digital reading. DistrictAdministration Solutions for Schools and District Management. Retrieved fromhttp://www.districtadministration.com/article/empowering-students-digital-reading

Richardson, W. (2010). Blogs, wikis, and podcasts, and other powerful tools forclassooms (3rd ed.). Thousand Oaks, CA.: Corwin.

Ripp, P. (2011, May 8). 14 steps to meaningful student blogging. [Web log post].Retrieved from http://www.pernilleripp.com/2011/05/14-steps-to-meaningful-student-


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blogging.html

Salsich, J. (2012, June 3). Visitors and flags from around the world. [Web blog post].Retrieved from http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/

Simple K-12. (2012, June 14). 15 ways to use blogs in the classroom. Retrieved fromhttp://blog.simplek12.com/education/15-ways-to-use-blogs-in-class/

Yollis, L. (2012). How to teach commenting skills. [Wiki]. Retrieved fromhttp://educational-blogging.wikispaces.com/How+To+Teach+Commenting+Skills

Resource links in order cited in the article (note availability to web resourcesavailable July 2012):

1)A Pew Research CenterReport, The Rise of E-Readers2) DistrictAdministrator Article, Empowering Students with Digital Reading3)The National Council of Teachers of English Position Statement: Definitions of 21st

Century Literacies4)International Reading Association /National Council of Teachers of English Standardsfor English Language Arts5) International Society for Technology in Educations, National Educational TechnologyStandards for Students6)November, Alan. Empowering Students with Technology(2d ed.). Corwin: ThousandOaks, CA, 2010.7)Learning and Sharing with Mrs. Lirenman, Whats The Best The Best Things I DoneThis Year8)Glogster9)Will Richardson

10)Pernille Ripps blogBlogging through the Fourth Dimension

11) Pernille Ripps blog post,14 Steps to Student Blogging12)Global Read Aloud Project13)Johanna Clearys Suggested Uses for KidBlog14)KidBlog15) Character Interview, Seyferths Sixth16)Quake-Proof Housing, Seyferths Sixth17)Mr. Seyferths KidBlog Class Site18)Animoto19)Creative Commons20) Animal Animotos, Mr. Averys Classroom Blog,21)News Team 4,Mr. Averys Classroom Blog22)VoiceThread

23)Our Quad Blogging Buddies: Welcome to Mr. Averys Class Blog!24) Butterfly Garden Project Initiative, Ms. Dunsigers Class25) Math Congress, Ms. Dunsigers Class26) Skype Literature Circle, Ms. Dunsigers Class27) Storify28)Live Learner,Ms. Dunsigers Class29) Butterfly Expert, student from Ms. Dunsigers Class30)Miss D: So Much More Than Just Another HWDSB Site31)QuadBlogging
http://pewresearch.org/pubs/2236/ebook-reading-print-books-tablets-ereadershttp://pewresearch.org/pubs/2236/ebook-reading-print-books-tablets-ereadershttp://www.districtadministration.com/article/empowering-students-digital-readinghttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/standards/ncte-irahttp://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashxhttp://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashxhttp://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashxhttp://www.amazon.com/Empowering-Students-With-Technology-ebook/dp/B0048BQQH8/ref=sr_1_1_title_1_kin?s=books&ie=UTF8&qid=1341249098&sr=1-1&keywords=alan+novemberhttp://www.amazon.com/Empowering-Students-With-Technology-ebook/dp/B0048BQQH8/ref=sr_1_1_title_1_kin?s=books&ie=UTF8&qid=1341249098&sr=1-1&keywords=alan+novemberhttp://www.amazon.com/Empowering-Students-With-Technology-ebook/dp/B0048BQQH8/ref=sr_1_1_title_1_kin?s=books&ie=UTF8&qid=1341249098&sr=1-1&keywords=alan+novemberhttp://www.amazon.com/Empowering-Students-With-Technology-ebook/dp/B0048BQQH8/ref=sr_1_1_title_1_kin?s=books&ie=UTF8&qid=1341249098&sr=1-1&keywords=alan+novemberhttp://www.amazon.com/Empowering-Students-With-Technology-ebook/dp/B0048BQQH8/ref=sr_1_1_title_1_kin?s=books&ie=UTF8&qid=1341249098&sr=1-1&keywords=alan+novemberhttp://www.amazon.com/Empowering-Students-With-Technology-ebook/dp/B0048BQQH8/ref=sr_1_1_title_1_kin?s=books&ie=UTF8&qid=1341249098&sr=1-1&keywords=alan+novemberhttp://learningandsharingwithmsl.blogspot.com/2012/06/whats-best-things-ive-done-this-year.htmlhttp://learningandsharingwithmsl.blogspot.com/2012/06/whats-best-things-ive-done-this-year.htmlhttp://learningandsharingwithmsl.blogspot.com/2012/06/whats-best-things-ive-done-this-year.htmlhttp://learningandsharingwithmsl.blogspot.com/2012/06/whats-best-things-ive-done-this-year.htmlhttp://learningandsharingwithmsl.blogspot.com/2012/06/whats-best-things-ive-done-this-year.htmlhttp://www.glogster.com/http://www.glogster.com/http://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://mrspripp.blogspot.com/http://mrspripp.blogspot.com/http://mrspripp.blogspot.com/http://mrspripp.blogspot.com/http://mrspripp.blogspot.com/http://mrspripp.blogspot.com/http://mrspripp.blogspot.com/2011/05/14-steps-to-meaningful-student-blogging.htmlhttp://mrspripp.blogspot.com/2011/05/14-steps-to-meaningful-student-blogging.htmlhttp://globalreadaloud.blogspot.com/http://globalreadaloud.blogspot.com/http://ww2.sjc.edu/students/jecleary/KidBlog_Uses.htmhttp://ww2.sjc.edu/students/jecleary/KidBlog_Uses.htmhttp://ww2.sjc.edu/students/jecleary/KidBlog_Uses.htmhttp://ww2.sjc.edu/students/jecleary/KidBlog_Uses.htmhttp://kidblog.org/home.phphttp://kidblog.org/home.phphttp://kidblog.org/home.phphttp://seyfertssixthgraders.blogspot.com/2012/05/character-interview.htmlhttp://seyfertssixthgraders.blogspot.com/2012/05/character-interview.htmlhttp://seyfertssixthgraders.blogspot.com/2012/05/character-interview.htmlhttp://seyfertssixthgraders.blogspot.com/2012/05/character-interview.htmlhttp://seyfertssixthgraders.blogspot.com/2012/03/quake-proof-housing.htmlhttp://seyfertssixthgraders.blogspot.com/2012/03/quake-proof-housing.htmlhttp://seyfertssixthgraders.blogspot.com/2012/03/quake-proof-housing.htmlhttp://kidblog.org/MrSeyfertsClass/http://kidblog.org/MrSeyfertsClass/http://kidblog.org/MrSeyfertsClass/http://animoto.com/http://animoto.com/http://animoto.com/http://creativecommons.org/http://creativecommons.org/http://creativecommons.org/http://mravery.edublogs.org/2012/03/29/animalanimotos/http://mravery.edublogs.org/2012/03/29/animalanimotos/http://mravery.edublogs.org/2012/03/29/animalanimotos/http://mravery.edublogs.org/videos/news/news-team-4/http://mravery.edublogs.org/videos/news/news-team-4/http://mravery.edublogs.org/videos/news/news-team-4/http://mravery.edublogs.org/videos/news/news-team-4/http://mravery.edublogs.org/videos/news/news-team-4/http://voicethread.com/http://voicethread.com/http://voicethread.com/http://mravery.edublogs.org/2011/03/13/quadblogavery/http://mravery.edublogs.org/2011/03/13/quadblogavery/http://mravery.edublogs.org/2011/03/13/quadblogavery/http://avivadunsiger.commons.hwdsb.on.ca/2012/02/16/reflections-on-our-math-congress-skype-call/http://avivadunsiger.commons.hwdsb.on.ca/2012/02/16/reflections-on-our-math-congress-skype-call/http://avivadunsiger.commons.hwdsb.on.ca/2012/02/16/reflections-on-our-math-congress-skype-call/http://avivadunsiger.commons.hwdsb.on.ca/2012/02/16/reflections-on-our-math-congress-skype-call/http://avivadunsiger.commons.hwdsb.on.ca/2012/02/16/reflections-on-our-math-congress-skype-call/http://avivadunsiger.commons.hwdsb.on.ca/2012/02/16/reflections-on-our-math-congress-skype-call/http://avivadunsiger.commons.hwdsb.on.ca/2012/03/02/skype-literature-circle/http://avivadunsiger.commons.hwdsb.on.ca/2012/03/02/skype-literature-circle/http://avivadunsiger.commons.hwdsb.on.ca/2012/03/02/skype-literature-circle/http://storify.com/http://storify.com/http://avivadunsiger.commons.hwdsb.on.ca/2012/04/17/live-learning/http://avivadunsiger.commons.hwdsb.on.ca/2012/04/17/live-learning/http://avivadunsiger.commons.hwdsb.on.ca/2012/04/17/live-learning/http://avivadunsiger.commons.hwdsb.on.ca/2012/04/17/live-learning/http://avivadunsiger.commons.hwdsb.on.ca/2012/04/17/live-learning/http://manthony0708.commons.hwdsb.on.ca/2012/04/25/butterfly-expert/http://manthony0708.commons.hwdsb.on.ca/2012/04/25/butterfly-expert/http://manthony0708.commons.hwdsb.on.ca/2012/04/25/butterfly-expert/http://missd.commons.hwdsb.on.ca/http://missd.commons.hwdsb.on.ca/http://missd.commons.hwdsb.on.ca/http://quadblogging.net/http://quadblogging.net/http://quadblogging.net/http://quadblogging.net/http://missd.commons.hwdsb.on.ca/http://manthony0708.commons.hwdsb.on.ca/2012/04/25/butterfly-expert/http://avivadunsiger.commons.hwdsb.on.ca/2012/04/17/live-learning/http://storify.com/http://avivadunsiger.commons.hwdsb.on.ca/2012/03/02/skype-literature-circle/http://avivadunsiger.commons.hwdsb.on.ca/2012/02/16/reflections-on-our-math-congress-skype-call/http://avivadunsiger.commons.hwdsb.on.ca/2012/02/16/reflections-on-our-math-congress-skype-call/http://mravery.edublogs.org/2011/03/13/quadblogavery/http://voicethread.com/http://mravery.edublogs.org/videos/news/news-team-4/http://mravery.edublogs.org/2012/03/29/animalanimotos/http://creativecommons.org/http://animoto.com/http://kidblog.org/MrSeyfertsClass/http://seyfertssixthgraders.blogspot.com/2012/03/quake-proof-housing.htmlhttp://seyfertssixthgraders.blogspot.com/2012/05/character-interview.htmlhttp://kidblog.org/home.phphttp://ww2.sjc.edu/students/jecleary/KidBlog_Uses.htmhttp://globalreadaloud.blogspot.com/http://mrspripp.blogspot.com/2011/05/14-steps-to-meaningful-student-blogging.htmlhttp://mrspripp.blogspot.com/http://mrspripp.blogspot.com/http://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412977479/ref=sr_1_3?s=books&ie=UTF8&qid=1341246248&sr=1-3&keywords=Will+Richardsonhttp://www.glogster.com/http://learningandsharingwithmsl.blogspot.com/2012/06/whats-best-things-ive-done-this-year.htmlhttp://learningandsharingwithmsl.blogspot.com/2012/06/whats-best-things-ive-done-this-year.htmlhttp://www.amazon.com/Empowering-Students-With-Technology-ebook/dp/B0048BQQH8/ref=sr_1_1_title_1_kin?s=books&ie=UTF8&qid=1341249098&sr=1-1&keywords=alan+novemberhttp://www.amazon.com/Empowering-Students-With-Technology-ebook/dp/B0048BQQH8/ref=sr_1_1_title_1_kin?s=books&ie=UTF8&qid=1341249098&sr=1-1&keywords=alan+novemberhttp://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashxhttp://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashxhttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/standards/ncte-irahttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.ncte.org/positions/statements/21stcentdefinitionhttp://www.districtadministration.com/article/empowering-students-digital-readinghttp://pewresearch.org/pubs/2236/ebook-reading-print-books-tablets-ereaders


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32)Videos on QuadBlogging33)Mr. Salsichs 3rd grade class from Stonington, Connecticut, Tale Trail Project34)Third graders from Mrs. Yolliss Los Angeles, California , Tale Trail Project35)6th graders in Mr. Averys Massachusetts class, Tale Trail Project36)Mrs. Watsons 2nd-3rd graders from Sointula, Canada, Tale Trail Project37)Fourth graders from Australia in Mrs. Morriss and Miss Jordans classes

38)SlideRocket39) The Tale Trail: From Start to Finish40)Our Stories, Our World, Primary Students Connecting Sharing41) We Won an Edublogs Award42)Third Grade Explorations in Learning43) Visitors Around the World44)Quad Blogging Lessons Learned, Maggie Hos-McGrane45) Best Student Blogs for 201146)Welcome to Blogging for Teachers and Students(Edublogs Directory)47) Making Paper Blogs to Prepare for the Online Experience, Elizabeth Peterson48)Phineas and FerbeRules of the Cyberspace Road Public Service Announcement49) Quality Student Blog Part One-Post, Kathleen Morris

50) How To Teach Commenting Skills, Linda Yollis51)Technology with Intention52)15 Ways to Use Blogs in the Classroom53)l0 Teen Blogging Ideas to Jump Start Creative Thinking54)Blogs for Kids Under 1355)What Kids Say about Blogging56)Students Find Success in Online Blogging57)The Ultimate Guide to the Use of Blogs in the Classroom58)Will Richardsons Blogging, Wikis, and Podcasts and Other Powerful Tools in theClassroom59)William Kists Social Networked Classroom: Teaching in the New Media Age60)Julie Lindsay and Vicki Daviss Flattening Classrooms, Engaging Minds: Moving to

Global Classrooms One Steps at a Time
http://www.youtube.com/watch?v=g1Svb1lkwFw&feature=player_embeddedhttp://www.youtube.com/watch?v=g1Svb1lkwFw&feature=player_embeddedhttp://jmsalsich.edublogs.org/2012/05/09/the-tale-trail-part-1/http://jmsalsich.edublogs.org/2012/05/09/the-tale-trail-part-1/http://jmsalsich.edublogs.org/2012/05/09/the-tale-trail-part-1/http://jmsalsich.edublogs.org/2012/05/09/the-tale-trail-part-1/http://jmsalsich.edublogs.org/2012/05/09/the-tale-trail-part-1/http://yollisclassblog.blogspot.co.nz/2012/05/tale-trail-part-2.htmlhttp://yollisclassblog.blogspot.co.nz/2012/05/tale-trail-part-2.htmlhttp://yollisclassblog.blogspot.co.nz/2012/05/tale-trail-part-2.htmlhttp://mravery.edublogs.org/2012/05/22/taletrail4/http://mravery.edublogs.org/2012/05/22/taletrail4/http://mravery.edublogs.org/2012/05/22/taletrail4/http://mravery.edublogs.org/2012/05/22/taletrail4/http://mravery.edublogs.org/2012/05/22/taletrail4/http://mravery.edublogs.org/2012/05/22/taletrail4/http://mrswatson.ca/2012/05/25/the-tale-trail-part-5/http://mrswatson.ca/2012/05/25/the-tale-trail-part-5/http://mrswatson.ca/2012/05/25/the-tale-trail-part-5/http://mrswatson.ca/2012/05/25/the-tale-trail-part-5/http://mrswatson.ca/2012/05/25/the-tale-trail-part-5/http://mrswatson.ca/2012/05/25/the-tale-trail-part-5/http://4kmand4kj.global2.vic.edu.au/2012/05/29/the-tale-trail-part-six-conclusion/http://4kmand4kj.global2.vic.edu.au/2012/05/29/the-tale-trail-part-six-conclusion/http://4kmand4kj.global2.vic.edu.au/2012/05/29/the-tale-trail-part-six-conclusion/http://4kmand4kj.global2.vic.edu.au/2012/05/29/the-tale-trail-part-six-conclusion/http://www.sliderocket.com/http://www.sliderocket.com/http://www.sliderocket.com/http://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://ourworldourstories.edublogs.org/category/school-dayhttp://ourworldourstories.edublogs.org/category/school-dayhttp://ourworldourstories.edublogs.org/category/school-dayhttp://ourworldourstories.edublogs.org/http://ourworldourstories.edublogs.org/http://ourworldourstories.edublogs.org/http://ourworldourstories.edublogs.org/http://jmsalsich.edublogs.org/http://jmsalsich.edublogs.org/http://jmsalsich.edublogs.org/http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.htmlhttp://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.htmlhttp://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.htmlhttp://www.maggiehosmcgrane.com/2012/06/quad-blogging-lessons-learned.htmlhttp://edublogawards.com/2011-3/best-student-blog-2011/http://edublogawards.com/2011-3/best-student-blog-2011/http://edublogawards.com/2011-3/best-student-blog-2011/http://edublogs.org/community/#directoryhttp://edublogs.org/community/#directoryhttp://edublogs.org/blog-directory/directoryelementary/http://edublogs.org/blog-directory/directoryelementary/http://theinspiredclassroom.com/2012/06/making-paper-blogs-to-prepare-for-the-online-experience/http://theinspiredclassroom.com/2012/06/making-paper-blogs-to-prepare-for-the-online-experience/http://theinspiredclassroom.com/2012/06/making-paper-blogs-to-prepare-for-the-online-experience/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://tv.disney.go.com/disneychannel/commonsense/http://primarytech.global2.vic.edu.au/2012/06/10/quality-student-blogs-part-one-posts/http://primarytech.global2.vic.edu.au/2012/06/10/quality-student-blogs-part-one-posts/http://primarytech.global2.vic.edu.au/2012/06/10/quality-student-blogs-part-one-posts/http://primarytech.global2.vic.edu.au/2012/06/10/quality-student-blogs-part-one-posts/http://educational-blogging.wikispaces.com/How+To+Teach+Commenting+Skillshttp://educational-blogging.wikispaces.com/How+To+Teach+Commenting+Skillshttp://educational-blogging.wikispaces.com/How+To+Teach+Commenting+Skillshttp://www.techwithintent.com/2011/05/why-teach-digital-citizenship/http://www.techwithintent.com/2011/05/why-teach-digital-citizenship/http://www.techwithintent.com/2011/05/why-teach-digital-citizenship/http://blog.simplek12.com/education/15-ways-to-use-blogs-i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ed.htmlhttp://jmsalsich.edublogs.org/2012/06/03/visitors-and-flags-from-around-the-world/http://jmsalsich.edublogs.org/http://ourworldourstories.edublogs.org/http://ourworldourstories.edublogs.org/category/school-dayhttp://4kmand4kj.global2.vic.edu.au/2012/06/18/the-tale-trail-from-start-to-end/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+4kmAnd4kjLeopoldPrimarySchool+%284KM+and+4KJ+%40+Leopold+Primary+School%29http://www.sliderocket.com/http://4kmand4kj.global2.vic.edu.au/2012/05/29/the-tale-trail-part-six-conclusion/http://mrswatson.ca/2012/05/25/the-tale-trail-part-5/http://mravery.edublogs.org/2012/05/22/taletrail4/http://yollisclassblog.blogspot.co.nz/2012/05/tale-trail-part-2.htmlhttp://jmsalsich.edublogs.org/2012/05/09/the-tale-trail-part-1/http://www.youtube.com/watch?v=g1Svb1lkwFw&feature=player_embedded

Documents

Online Collaborative Inquiry: Classroom Blogging and Multiple Literacies