Get access

Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom

Authors

  • Holly Hungerford-Kresser,

  • Joy Wiggins,

  • Carla Amaro-Jiménez


Abstract

This manuscript explores the inclusion of blogging as a pedagogical tool with preservice secondary teachers from a variety of content areas. The authors focus on data collected over two and a half years with preservice teachers in the content literacy classroom setting, specifically highlighting the qualitative data collected to determine students’ perceptions of blogging as a pedagogical strategy. Once the study is discussed, and qualitative findings outlined, the authors provide suggestions for other practitioners considering the use of blogging in their classrooms.

Get access to the full text of this article

Ancillary