Wright provides a pragmatic argument for the important of blogging vertically and horizontally as a critical piece of the learning experience. And I love how she just puts it out there that blogging is so important to the growth of learners that it should be approached with the same fidelity as the persuasive essay:
Blogging has the potential to reach and influence many. Furthermore, it has greater potential for being a life-long skill. And isn’t that our goal in education? …If we’re trying to prepare our students to think critically and argue well, they need to be able to blog. It allows for interaction. It allows for ideas to be tested. And the best posts anywhere in cyberspace tend to have a point that can be argued (Wright).
Jimenez draws this out even further:
The contract between teacher and student (i.e. writing, turning in, assessing) became obliterated and obsolete. [Writing] should be public. It is beyond the teacher. It gives them a sense of urgency and visibility. It gives the students the feeling their writing has weight in the world.
She also hits upon the importance of critical reading, discourse, and a community of practice:
Blogging gives the students “a sense of citizenship that they can read and engage with authors. They don’t see it as just a classroom assignment but see it as citizenship in a larger discourse.”
This goes with her advice to teach students to be citizenship, to be responsible and accountable, and to create a scholarly footprint through reading, commenting, blogging, and responding.
In fact, Jimenez’s advice are key components I’ve discussed in the blogging cycle and <gasp> in a blogging rubric.
And this notion of community of practice in conjunction with digital citizenship is critical to blogging (creating on) not just writing on a blog or putting things on a blog (contributing to).