Weblogs: March 2004 Archive Page

43.75 %

My weblog owns 43.75 % of me. --Does your weblog own you?

Hmmph. I thought it would be more than that. One question about dating really doesn't apply to me.

Throughout the conference I went to several sessions on blogging. I'm not convinced, however, the presenters who claimed to be blogging are actually blogging. They're using blogging software, their students use blogging software, but I'm not convinced that using the software is the same as blogging. For example, does posting writing prompts for students constitute blogging? Are students blogging when they use blogging software to write to those prompts? --Richard Long --Back from San Antonio (2River)

A good point. Link found via Will R.

We the "early adopters"have been playing with blogs in our classes for awhile now. We're loved them just for the sake of loving them. We've evangelized them to our peers and our students, with mixed success.

But now, blogs must pull their pedgagogical weight. It's no longer enough to just put a student blog collective online and see what happens, or to send your students to Blogger and allow them to pretend like it's the same experience as writing a paper journal that they turn in to their teacher. --Stephanie Holinka --And The Crowd Cried out for Pedagogy (Weeblog)

Another CCCC blogger reflects...

Mike Vitia Blogs the 4Cs (Vitia)

Mike Vitia has a good series of blog entries covering several sessions at the 4Cs, including the great panel by Terra, Charlie, and Clancy, of which Mike had this provocative, if vague, observation: "Most of us know that the theories of Landow and Negroponte lie broken and useless: how, then, might we begin to build rigorous theoretical models that help us to account for the phenomena described by Terra, Charlie, and Clancy?"

Departures and Arrivials in the Blogosphere

The Invisible Adjunct says goodbye. Noam Chomsky says hello. Two links that rocked my world on a Sunday evening, courtesy of CultureCat.

My "Computer Connection" section (in a distant corner of the main exhibition hall) was more interactive than I had expected, so I didn't get to cover all my material -- notably this list of "good practices" for using blogs in the classroom. Since a "real" weblog is a license to write whatever and whenever you want, an instructor who assigns the topic, frequency, or length of blog entries (in order to facilitate grading) violates the spirit that draws voluntary bloggers to their avocation.

The "forced blogging paradigm" is the resistance that results when even voluntary bloggers feel hampered by the imposition of academic rules and standards. It's also the resistance that results when students who don't really want to blog at all are forced to do so. Here are a few strategies I've found helpful.

In Class, Refer to Student Blogs. In the minute or two before class starts, I sometimes chat with students about the content of their blogs. Of course, the best bloggers will tend to get the most attention, and the result is that the infrequent bloggers will feel marginalized. That'sthe way it is in the blogosphere outside of academia, but it makes good pedagogical sense to recognize the achievements of less committed bloggers, too.

When asking a student to repeat for the class the contents of a particularly good blog entry that I feel might be useful in sparking a discussion, I find that students sometimes need their memory jogged if they are expected to talk about something they blogged in the wee hours of the morning or maybe a couple days ago. Calling the blog entry upon on the screen, saying a few words about why it seemed significant to you, and then inviting the student to click through their weblog seems to be a good strategy.

Begin Oral Presentations from Blogs. I ask my students to blog their notes for their oral presentations. In my upper-level course, peer pressure encourages students not to identify this kind of forced blogging as an assignment -- students just casually mention a thought that occurred to them while reading Plato, and then launch into their subject from there. Since I encourage them to link to their sources, it's easier to encourage them to emphasize their own ideas, rather than spend most of their oral presentation summarizing what they find on SparkNotes or other curiousity-killing "study guide" websites.

Give Flexible ?Forced Blogging? Assignments. Requiring students to post X comments of length Y every week may force some middle-of-the-road students to write a little longer, a little more frequently; but it will also encourage the Type-A students to stop when they have reached the magic number. That can kill the dynamic of a weblog, which feeds off of the feverish productivity of the A-listers. I might also ask students to write a short response to the assigned text, but give them the option of blogging it (if they have a lot to say and want to make it public) or just hand it to me on paper. Even if only or two students blogs a reaction essay, those will probably be at least mildly interesting.

Blog During Class. Not all the time? but whenever the site is sagging a bit, asking all students to blog for 15 minutes can help perk things up. Sometimes I suggest that they post only comments that contain questions for their peers, rather than create new entries. Responding to the 'Forced Blogging' Paradigm: Good Practices for Weblogs in the ClassroomCCCC 04)

While my suggested prompts regarding John Donne's Holy Sonnets and The Secret Life of Bees sit ignored, during the time I was giving my presentation on blogging at the 4Cs, and while I show the audience the SHU blog, I see that debate is currently raging on the subject of athletics at Seton Hill University.

Blogging puts students in the driver's seat. There's a great community of bloggers at SHU. The ride can be bumpy -- particularly if some students feel left out or attacked. But sometimes, the best thing an instructor can do is sit back and trust the students. They'll work this out, and they'll do it through writing.. what more can a writing instuctor ask?

[Grr... the Word file that has my abstract in it won't open on this public terminal on the convention floor. I'm retyping this from my lecture notes.]

When a curricular weblog program was made available to all students, faculty and staff at a small liberal arts university, the students, expected to blog as part of their course grade, initially expected to be told what to write about, how frequently to write, and how many words were required. While about a quarter of the students rarely if ever blogged more than the bare minimum, and therefore appreciated being told exactly what their blogging should be, other students quickly developed a sense of audience and ownership over their own blogging space; these students object to "forced blogging" assignments, reporting that their regular readers found those entries boring, or becuase the academic discourse they felt they had to adopt jarred with the tone offered by the rest of the site's content. The field of composition studies encourages students to invest themselves in and take ownership over their writing. How do issues of "investment" and "ownership" translate into their participation in a shared blogging environment? My presentation examines the tension between forced blogging and voluntary blogging. Blogging is a medium that developed to meet the needs of a specific kind of writer. As many of us who teach with weblogs have quickly recognized, not every student is that kind of writer. Incorporating blogging into our curricula requires us to address these questions.

New Media Journalism @ Seton Hill University

Forced Blogging: Students' Emotional Investment in their Academic WeblogsCCCC 04)

Among those in the audience was Ann Raimes, whose "Keys for Writers" I've used for years. She's considering using blogs as an example of student writing in her next revision, and says she's been reading through SHU student blogs.

Sarah Jane Sloane, "Blog is My Co-Pilot: Blogs in a Graduate Classroom."
Cynthia Cox, "Blogging and the First-Year Composition Classroom"
Bonne Smith, "All Along the Blogwatch Tower"
Lisa Langstraat, respondent: "In Blog We Trust"Teaching the Blog (CCCC 2004)

I wasn't able to meet Sarah Jane Sloan, whose dissertation on interactive fiction, Interactive Fiction, Virtual Realities, and the Reading-Writing Relationship, is a tremendously valuable resource for the study of text adventure games as narratives. Sloane wasn't actually here -- she was arriving at the conference late, so Langstraat read Sloane's paper.

Sloane identified the start of the weblog culture with the 1996 Geocities offer of free home pages, and then credited Jorn Barger with the term "weblogging" in 1997. There's a great deal of difference between a Geocities home page and a blog; as far as describing the development of personal online publishing, the chronology makes sense, but the format of the blog was being used by the authors of the earliest web pages. And Barger didn't exactly coin the term "weblogging" -- in a Dec. 1997 newsgroup posting, he announced that he was going to start a log of his daily web readings, and the name of the file where he placed this log ended with "weblog.htm". His post didn't actually use the word "weblog" in its present sense, and he credits Frontier and Scripting News for the form.

All three presenters treated weblogging as experimental, all three were blogging in writing classes (two of which were, I believe, freshman composition, and one graduate writing course), and the latter two particularly followed at format of "what I thought I was going to do with blogs" followed by "what actually happened".

Of the 60 or people in the audience, only a few raised their hands when one presenter asked how many of them were bloggers; I was a little surprised to see that, when the presenter asked how many people use blogs to teach, more hands went up -- instructors who don't actually identify themselves as bloggers are requiring their students to blog. I don't make this observation as part of an argument that only bloggers should be allowed to teach with blogs, but because it seems that teaching with blogs is not enough to make some people feel that they are "really" bloggers. This is directly analogous to the observation that students who blog only because their instructor tells them to are missing out on the benefits that those of us who are excited about blogs tend to observe.

Cox observed that, despite her explanation of what she expected in terms of the length, frequency, and content of student blogging, students tended to find their own values for the online writing that they did.

[Whoops, the next session is about to start... this blog is unfinished, but I'd better post it now.]

As you've probably noticed, the look of this page has been updated. What do you think of the new look? (Please leave your opinion in the comments for this entry. For reference, here's the old look.)

Put a +2, +1, 0, -1, or -2 at top of your comment indicating how you feel.

FYI This entry written by Will Gayther - I wrote the software that runs this weblog, and did most of the redesign.What Do You Think Of The New Weblog Look?

--Technorati's Speech Bubble Icon (Technorati)

What Technorati used to call its "Link Cosmos" appears to have been replaced by "Web Conversations." The speech bubble icon that calls up a list of inboud links referencing a particular website is now part of the Technorati logo. Much less new-agey, much more down-to-earth. I haven't time to investigate that just now, but I thought I'd note it. At first glance, it looks like Technorati is trying to retool itself as a site for writers...

English teacher Tom McHale sets down his cup of coffee and boots up the computer at his classroom desk. It's6:50 in the morning. After logging in, he opens up his personal page on the school Intrablog. There, he does a quick scan of the New York Times front page headlines and clicks through one of the links to read a story about war reporting that he thinks his student journalists might be interested in. With a quick click, Tom uses the ?Furl it? button on his toolbar, adds a bit of annotation to the form that comes up, and saves it in his Furl journalism folder which archives the page and automatically sends the link and his note to display on his journalism class portal for students to read when they log in. Next, he scans a compiled list of summaries that link to work his students submitted to their Weblogs the night before. With one particularly well done response, he clicks through to the student'spersonal site and adds a positive comment to the assignment post. He also ?Furls? that site, putting it in the Best Practices folder which will send it to the class homepage as well for students to read and discuss, and to a separate Weblog page he created to keep track of all of the best examples of student work. It's7:00. --Will Richardson --Morning at RSS-Blog-Furl High School # (Weblogg-ed)

A good description of how one might use content-aggregating tools to link blogs in efficient and productive ways.

This paper examines metablogging in terms of Dawkins's concept of the "meme" and Reddy's critique of the "conduit" metaphor for communication.... The language of metablogging uses metaphors that emphasize communality and proximity, and thus offers an alternative to the social risks Reddy associates with the conduit metaphor. --Dennis G. Jerz --(Meme)X Marks the Spot: Theorizing Metablogging via 'Meme' and 'Conduit' (BlogTalks)

If you're an academic who blogs, what prompted you to start blogging? And what keeps you going? What do you try to do in your blog? Does your blog have any relationship to your scholarship? If you're an academic who just reads blogs, do you intend to start your own blog sometime? If yes, what are the reasons that you haven't done so at this point in time? If no, why not? Either way, what do you get from reading blogs? Answers to any or all of these questions (or other related questions that you think are more interesting) would be appreciated. --Henry Farrell --Academics and Blogging (Crooked Timber)

Beware: bloggers do love to blog about their blogs, so here goes...

1. What prompted you to start blogging?
   
   

   I had started developing a collection of online writing resources in 1996, and by early 1999 I was having trouble keeping them organized in several overlapping navigation schemes. I wanted a central location where I could post links to new or recently updated handouts, and in order to give people (presumably my own students and other instructors looking for online resources) a reason to bookmark that page I thought I would create what we would now call a filter (that is, a site with little personal commentary, the main purpose of which was to send readers off to interesting things to do elsewhere). The wayback machine archived how my protoblog looked in June, 1999.
   
   As a literature Ph.D. student teaching technical writing in a liberal arts school, I felt a desire to connect the worlds of technology and humanities. After a former colleague e-mailed me a link to Arts & Letters Daily, I brazenly copied the form. On July 20, 1999, I posted something about the 30th anniversary of the moon landing, and I wanted to emphasize that I was writing that entry on the anniversary -- so I added the date. Throughout 1999, I kept the A & L Daily signature "[more]" link, though I remember being frustrated by it for some time before I started using meaningful words from the body of the blurb.
   
   At first I mostly featured links to writing centers and my own online handouts, but as I realized that my page was attracting more attention from the outside world than from my students, I created one column for humanities and one for technology, and just posted whatever I thought was interesting in either column. I started e-mailing the webmasters of resources I thought were valuable, telling them that they were my "link of the day". I had already been advocating the value of what I called annotated lists of links (I first drafted that handout in 1997), but I don't think I really convinced any of my students to get excited about the possibility.
   

   All this time, I was coding my blog by hand, without any sort of automated tools (well, I did use a WYSIWYG editor). I did later create some PERL tools to automate the process of shifting entries from the home page to the archives, and I later created a form that let me add to the database over the Web, though in order to publish I still had to drive to the office and hit a button that ran a script which copied files from my hard drive to the university server. Bleah.
   
   My site didn't mention the word "weblog" until 2000, when it appears exactly once, when I linked to the Feb 2000 Wired article noting the boom in weblogging.
   
   In 2001, I blogged 10 items that I later classified under a "weblog" category. It wasn't until fall, 2001, when two students chose weblogs as the subject of term projects that I seriously considered the form, and actually started blogging about it. Technical writing major Jan Carroll created what turned into a very popular blog devoted to September 11 poetry, and CS major Chris Warren, who had already been keeping a personal weblog and photoblog (and from whom I coincidentally just got an e-mail a little while ago), wrote a term project on identity in weblogs. Both students were having difficulty finding relevant scholarship, though I noticed early on that journalists seemed to be paying much closer attention to the phenomenon than my English composition and technical writing colleagues.
   
   

2. And what keeps you going?
   
   

   I went back on the job market, this time trumpeting my weblog and other new media experience, in order to see what would happen. I ended up as Associate Professor of English -- New Media Journalism.
   
   

3. Does your blog have any relationship to your scholarship?
   
   Yes -- at first only indirectly. My first "annotated list of links" was a bibliography of websites devoted to interactive fiction (text adventure games); at one point I added print resources and the result was published in a journal. I had an article called "On the Trail of the Memex: Vannevar Bush, Weblogs and the Google Galaxy" scheduled to appear in "Dichtung Digital" a few days after Google announced its purchase of Blogger, so I spent the weekend updating it... Although I ended up not being able to attend the conference, my paper "(Meme)X Marks the Spot: Theorizing Metablogging via 'Meme' and 'Conduit'" from last year's BlogTalk is being published in the proceedings.
   
   
   
4. If you're an academic who just reads blogs, do you intend to start your own blog sometime? If yes, what are the reasons that you haven't done so at this point in time? If no, why not?
   

   
   Not applicable to me.
   
   

5. Either way, what do you get from reading blogs?
   

   
   Fodder for my own blog... Seriously, I also I value them as ways to connect with distant people who travel to conferences more frequently than I can (what with my two small kids, "all-but-dissertation" wife and a heavy teaching load), and as ways to connect with my students. This term I'm using blogs in three of my four classes and also supervising the development of the online student paper, so I'm thinking quite a bit about pedagogical blogging. Our school is big on getting students to use PowerPoint, but I can't stand that medium, and instead require students to blog their oral presentations. They present by going up to the front of the room and clicking through the links in their blog entry. That usually makes the oral presentation go better, since students don't have to take notes on the content; it also makes the network of student blogs richer -- I've managed to create a culture where students discourage each other from saying "I'm putting this on my blog because my teacher told me to," and students are challenging each other to make their blog entries interesting for their regular readers. Of course, some students only blog when they have to, and others probably drop my class because the whole blogging thing is too freaky for them.
   

   On a personal level, other than videos for the kids, I watch almost no TV, preferring instead blogging, reading, or computer games.
   

Very Tired on a Friday Afternoon. But it's a good tired.

I just heard that my proposal, "Moveable Types of Information Literacy: Emerging Electronic Genres and the Deconstruction of Peer Review," has been accepted for the Georgia Conference on Information Literacy this coming October.

Seton Hill University featured "information literacy" in a faculty seminar at the beginning of the year, but thought the content of that training was too basic to be of much interest or help to me. While I've found my new media activities to be well-supported here, I do expect that I'll have plenty of explaining to do when it comes to annual review time. Now that weblogs are mainstream enough that I can expect my students to "get" blogging without much trouble, I need to start thinking critically about how to present the value of blogging to a generation of scholars who don't automatically go "Wow that's so cool!" when they see a blog. Hence, this conference proposal.

Meanwhile, back at the ranch...

I'm still working on "Forced Blogging: Students' Emotional Investment in Their Academic Weblogs," which I'll be giving at the 4C's next week... I'm behind in my blogging for the Princeton Video Game conference earlier this month, and I've haven't yet managed to unbotch my handling of the paperwork for a conference I attended last August.

What's this? Little voices from several stacks of papers are calling to me... "Grade us! Grade us!"

Back to work.

Formerly viewed as a marginal activity restricted to the technically savvy, blogging is slowly becoming more of a mainstream phenomenon on the Internet. Thanks to much media hype and some high profile blog sites, these online journals have captured the public'simagination. As novice authors plunge into the thrilling world of blog publishing, they soon realize that publicly writing about one'slife and interests is not as simple as it might seem at first. As they become prolific writers, more bloggers find themselves having to deal with issues of privacy and liability. Accounts of bloggers either hurting friends? feelings or losing jobs because of materials published on their sites are becoming more frequent. 

Here we report the findings from an online survey conducted between January 14th and January 21st, 2004. During that time, 486 respondents answered questions about their blogging practices and their expectations of privacy and accountability for the entries they publish online... --Blog Survey: Expectations of Privacy and Accountability (MIT Media Laboratory)

I intentionally tried not to post about this (I guess I am meta-posting now) for a simple reason: this is not the way that a scholar discussion should take place....

This is not how this game is played. If anybody has to respond about what has been said at a conference, that should be made based on the actual papers that were presented. Of course, since papers are published on, well, paper, they are not up-to-date to the wonders of blogging technology, which allows us to have a debate instantly. Again, I have no problem in defending my position and ideas, contrasting them with other arguments and changing my mind if I am proved to be wrong. But I simply cannot do that based on anything but the original authors arguments. If we do not follow these simple academic rules, then he get into a “he said she said he said” game that could be a lot of fun, but will not do any good to videogame research....

[I]f we want to be serious about game research, we must discuss based on published material and not on blog posts, which can be useful for many things, but cannot be the only source of material for scholarly debate. --Gonzalo Frasca --The Dangers of Academic Blogging (Ludology.org)

In reply to Gonzalo's post, I wrote, in part:

My other major area of scholarly interest is weblogs, where this kind of metascholarship, as messy as it can be at times, seems to me a vital part of the academic discourse. When I couldn't attend BlogTalk in Austria last year, I greedily lapped up the real-time blogging on the event, with the understanding that what I was reading was just that -- blogging.

Do we need a new symbol like the smiley... a suitably unassuming icon that means, "This is my own subjective opinion, based on what I remember hearing six hours into the day-long conference I attended a couple days ago"?

Nah, probably not.

What stinks about the whole affair is not the glee with which Drudge refuses to let the facts get in the way of a good lie, but that most of those lies (including, apparently, this most recent one) are supplied to him by print journalists who don't have enough evidence to put them into their own pages.

Thanks to people like Drudge, the internet is turning into a gigantic gossip laundering operation for cowardly print hacks. Heard a juicy rumour about a presidential candidate? Know it's probably total rubbish but want to print it anyway? No problem! Just leak it to Drudge, wait for him to print it and then run it in your own pages as an "internet rumour". Job done. --Paul Carr --Why Drudge is bad for online journalism  (Media Guardian)

44% of Internet users have created content for the online world through building or posting to Web sites, creating blogs, and sharing files

In a national phone survey between March 12 and May 20, 2003, the Pew Internet & American Life Project found that more than 53 million American adults have used the Internet to publish their thoughts, respond to others, post pictures, share files and otherwise contribute to the explosion of content available online. Some 44% of the nation'sadult Internet users (those 18 and over) have done at least one of the following:

• 21% of Internet users say they have posted photographs to Web sites.
• 20% say they have allowed others to download music or video files from their computers.
• 17% have posted written material on Web sites.
• 13% maintain their own Web sites.
• 10% have posted comments to an online newsgroup. A small fraction of them have posted files to a newsgroup such as video, audio, or photo files.
• 8% have contributed material to Web sites run by their businesses.
• 7% have contributed material to Web sites run by organizations to which they belong such as church or professional groups.
• 7% have Web cams running on their computers that allow other Internet users to see live pictures of them and their surroundings.
• 6% have posted artwork on Web sites.
• 5% have contributed audio files to Web sites.
• 4% have contributed material to Web sites created for their families.
• 3% have contributed video files to Web sites.
• 2% maintain Web diaries or Web blogs, according to respondents to this phone survey. In other phone surveys prior to this one, and one more recently fielded in early 2004, we have heard that between 2% and 7% of adult Internet users have created diaries or blogs. In this survey we found that 11% of Internet users have read the blogs or diaries of other Internet users. About a third of these blog visitors have posted material to the blog.

--Content Creation Online (Pew Internet Trust)

Thanks for the link, Rosemary.

I'm not sure that permitting file-sharing should be in the same category as providing original content to the web, but it's still an impressive set of statistics.

While no replacement for writing articles and books, and no one is going to get tenured or promoted through blogging (at least not today); but what I've called a serious blogger would get a big plus on the positive side on the ledger from me when it gets to merit review time! Failing to reward it would be failing to recognize that blogging is not just another new communication medium; it is a new way to do scholarship. Mark Sargent (a dean at Villanova) --Academic Credit for Blogging (Professor Bainbridge)

Via jill/txt.