The impact of blogging on the facilitation of critical literacy in adolescent students

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.

Name thesis:degree_name

M.A. Reading Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2015

Author dc:creator

• Wiemer, Kelsey

Contributors dc:contributor

• Browne, Susan

• Blogs; Critical pedagogy
• Secondary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/476

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1475