Weblogs as an emerging genre in higher education

WEBLOGS (or “blogs”) emerged in the past decade as an Internet applications genre, providing a platform for the development of critical, individual voices within the context of Internet resources. Weblogs consist of links to particular Web materials with specific commentary, generally presented in chronological format, harkening back to older, more traditional forms of expression such as diaries and travelogues. Weblog consumption has become increasingly popular in higher education contexts as individuals seek ways to locate Web content of quality and relevance to particular topics or themes. Many individuals have emphasized the autobiographical functions of weblog production, situating the hyperlinks provided in the context of personal reflections and revelations and working to construct narrative selves through “performative” uses of hyperlinking. The character of weblogs as a genre is in part related to collaborative efforts (including the sustained interaction among bloggers in discussion of the genre and critique of each other’s productions). Faculty who incorporate weblog development in teaching initiatives should be aware of privacy and voyeurism considerations as students reveal personal information; however, weblog construction can be useful in conveying new dimensions of identity construction and plagiarism issues in social constructivist frameworks.

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