I feel that blogs have become the Band-Aid to the myriad of problems in freshman composition. Students not motivated? Use blogs! Students not grasping audience? Use blogs! Students not interested in what you’re assigning them? Use blogs! Because of this reliance and potential over enthusiasm for blogs, I myself have grown skeptical.
I valued Richardson’s (2010) detailed explanation of Blogs in the classroom because he’s right – blogs can be very powerful when used in the right way. As a new teacher, I find myself struggling to have students write for authentic and real audiences, besides myself. Writing individual papers only aimed at me makes them both boring and stagnant. Blogs seem like a good alternative.
If we use blogs, though, like any type of new literacy, we, as instructors, have to be careful about how we introduce it in the classroom. Benson & Reyman’s (2009) exploration of blogs in the classroom showed me the many pitfalls of using blogs. I think one of the best reasons to use blogs is because of its direct connection to audience. As Richardson comments, “the relevance of student work no longer ends at the classroom door” (27). Students are no longer just writing for each other and the teacher – the audience is now potentially the whole Internet world. With this larger audience comes a new responsibility for students. Their writing now has both purpose (since it’s actually being read) and responsibility (if people are going to read it, I should try). Blogs work for the type of meaningful writing we want students to do and for the way we want them to approach, anticipate, and write for an audience. However, as Benson & Reyman (2009) comment, “understanding of audience does not necessarily lead to a strong sense of the potential consequences for their public writing” (16). I’ve been a part of many class blogs, have created my own class blog, and have worked with students on their blogs here at SF State. They all have very few hits. My own blog has had 156 visitors from the US and 21 from Russia and then 20 from Latvia. I would say my blog is pretty representative of the kinds of blogs that students will write. I didn’t do much connective writing, so maybe that had an effective on views to my site. However, when I Google some terms I talked about like race, class, gender, my blog does come.
The point of this example is to show that, really, people are not reading my blog.
Students in the Benson & Reyman class discussed how they really felt that they could say anything they wanted to on a blog because they “had a perceived sense of a private, exclusive audience when writing to the class blogs” (18). While the potential audience is potentially massive, the actual audience seems to be fairly small for these blogs. And the students perceive that, negating the value of writing for an audience that blogs encourage.
If students don’t think anyone read the blogs, are we promoting audience awareness? Or are we just assuming there is a wider audience and turning a blind eye?
Because of my jaded view of blogs, I was intrigued by the discussion of Wikis. My knowledge of Wikipedia was cursory before these readings. I use it all the time and I frequently encourage students to do so as well, but I didn’t get how it works. I believe writing can be powerful when it is a collaborative, social, and constantly in flux. So, in other words, when it mirrors Wikipedia. Students who “purposeful[ly] work [at] negotiating and creating truth” understand that their writing has to be valued to be kept on the Wiki – it has to have purpose, be articulate, add something to the conversation, synthesize material (57). In essence, what some of the core values of freshman composition are.
I am intrigued by the idea of having students work on creating a document together. This could be revising and reworking our notions of genre through the semester, or adding to a list on good thesis statements. Either way having a place where everyone can add, and everyone has agency to change, what we are discussing. iLearn has a pretty user friendly version of Wiki’s built in and I’m trying this out next week in my class.
If Compositionists have been so struck by blogs why have Wikis been given the wayside? Blogs provide a platform to publish and write to an (imagined) audience. Wikis also provide a platform to write to an imagined audience but also encourage collective revision.
I think part of it is our reluctance to let go of authorship in the classroom. Blogs maintain this because each student writes their own blogs. With wikis, collaborative writing and learning takes place meaningfully and thoughtfully. While we can track who adds what, the goal of the Wiki is for information to be revised and rethought together, not for everyone to have their own independent voice. As Hunter (2011) suggests in his study of World of Warcraft Wikis, wikis both “erase a sense of authorship” (45) and “individual contributions are deemphasized” (54). This is very interesting to our notions of how we teach writing in the classroom: as a very individualized, independent, and frequently isolated activity.
Wikipedia has always been scorned in the classroom for its unreliability. But more people have access to making it reliable than something written by one person from the The Times or Wired. I think part of our hesitancy with Wikis is the lack of authority, specifically in regards to assessment. We typically assign each student a prompt, to be completed independently. When we assess, through feedback and/or a grade, we are responding to that specific student. We know they wrote the essay. With Wiki’s then, this individual writer becomes problematize. How do I evaluate a Wiki that every one adds to? What about individual grades? What if nobody adds anything to the Wiki because it is already pretty good? I foresee problems arising when students post something in a wiki because they have to, not because it furthers the discussion. With these questions aside, I do think that Wiki’s add a new dimension to the classroom that values collaboration and revision.
As I hop off the blog bandwagon, I hop on the Wiki bandwagon. Students don’t collaborate? Wiki it! Students don’t see their revisions as purposeful? Wiki it! Students aren’t grasping the exigency of writing? Wiki it!