{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1475"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1475","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"The impact of blogging on the facilitation of critical literacy in adolescent students","abstract":"The purpose of this study was to explore how using blogging with adolescent students could foster critical literacy. During the study, students researched an alternative perspective from World War II and completed six blog posts on a variety of topics over the course of four weeks. At the completion of the study, students' blog posts and comments revealed five different categories: (1) problematizing generally accepted texts or beliefs, (2) an interest in empowering silenced voices, (3) inquiry-driven discussion, (4) the incorporation of multiple perspectives (5) and changing attitudes towards blogging. Additionally, their writing demonstrated evidence of four different components of critical literacy: (1) representing silenced voices, (2) problematizing texts, (3) student choice and (4) incorporating multiple perspectives. Implications for the use of blogging as a means of facilitating critical literacy are discussed.","abstract_html":"The purpose of this study was to explore how using blogging with adolescent students could foster critical literacy. During the study, students researched an alternative perspective from World War II and completed six blog posts on a variety of topics over the course of four weeks. At the completion of the study, students' blog posts and comments revealed five different categories: (1) problematizing generally accepted texts or beliefs, (2) an interest in empowering silenced voices, (3) inquiry-driven discussion, (4) the incorporation of multiple perspectives (5) and changing attitudes towards blogging. Additionally, their writing demonstrated evidence of four different components of critical literacy: (1) representing silenced voices, (2) problematizing texts, (3) student choice and (4) incorporating multiple perspectives. Implications for the use of blogging as a means of facilitating critical literacy are discussed.","abstract_has_math":false,"creators":["Wiemer, Kelsey"],"institution":null,"degree_name":"M.A. Reading Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Browne, Susan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-10-14T07:00:00Z","date_published":"2015-10-14T07:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["Blogs; Critical pedagogy","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/476","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Browne, Susan"]},{"key":"dc:creator","label":"Author","values":["Wiemer, Kelsey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:12Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Reading Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Blogs; Critical pedagogy","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/476"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to explore how using blogging with adolescent students could foster critical literacy. During the study, students researched an alternative perspective from World War II and completed six blog posts on a variety of topics over the course of four weeks. At the completion of the study, students' blog posts and comments revealed five different categories: (1) problematizing generally accepted texts or beliefs, (2) an interest in empowering silenced voices, (3) inquiry-driven discussion, (4) the incorporation of multiple perspectives (5) and changing attitudes towards blogging. Additionally, their writing demonstrated evidence of four different components of critical literacy: (1) representing silenced voices, (2) problematizing texts, (3) student choice and (4) incorporating multiple perspectives. Implications for the use of blogging as a means of facilitating critical literacy are discussed."]},{"key":"dc:title","label":"Title","values":["The impact of blogging on the facilitation of critical literacy in adolescent students"]}]}],"canonical_facts":{"dc:contributor":["Browne, Susan"],"dc:creator":["Wiemer, Kelsey"],"dc:date.available":["2020-03-03T19:59:12Z"],"dc:description.abstract":["The purpose of this study was to explore how using blogging with adolescent students could foster critical literacy. During the study, students researched an alternative perspective from World War II and completed six blog posts on a variety of topics over the course of four weeks. At the completion of the study, students' blog posts and comments revealed five different categories: (1) problematizing generally accepted texts or beliefs, (2) an interest in empowering silenced voices, (3) inquiry-driven discussion, (4) the incorporation of multiple perspectives (5) and changing attitudes towards blogging. Additionally, their writing demonstrated evidence of four different components of critical literacy: (1) representing silenced voices, (2) problematizing texts, (3) student choice and (4) incorporating multiple perspectives. Implications for the use of blogging as a means of facilitating critical literacy are discussed."],"dc:identifier":["https://rdw.rowan.edu/etd/476"],"dc:subject":["Blogs; Critical pedagogy","Secondary Education and Teaching"],"dc:title":["The impact of blogging on the facilitation of critical literacy in adolescent students"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Reading Education"]},"updated_at":"2026-07-24T04:13:21Z"}