In reviewing a number of blogs, one stands out as being more opinionated: If Common Core Standards become our straight jacket, we'll hate what education becomes by CoolCatTeacher (Vicki Davis). Others stand out as more educational: Cathy Jo Nelson: So You've Decided to Blog!, and one written by the Center for Teaching Quality (Bill Ferriter): Three Classroom Blogging Tips for Teachers.
As pointed out in our text, the writing genre of a blog on the web has a connective aspect to it (p. 28). It connects to an audience that is encouraged to read critically, explore other linked sources, and to respond. The writing seems to not only be to communicate, but to have a dialogue with others we can learn from as well. Commenting contributes to the writing and its meaning by providing additional thoughts, information and perhaps alternative points of view, or links to additional resources.
Reading a blog also seems different from other types of reading, in that it often has a reflective tone to it, and is often more personal in nature. For example, a blog often expresses one’s own personal opinions, or shares one’s personal experiences. Readers seem to typically follow the blogs that line up with their own interests, so they receive additional insights on a topic of interest, or are entertained with stories related to topics they enjoy.
Finally, a degree of blogging literacy does seem to exist. Some general, best practices include a reference to current thought or an article, followed by an expository that may provide an opinion, reflection or personal experience. There may be pictures, audio or video along with it, and below that there would be a place for the reader to comment. The most current blog is on the top of the page and dated.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful Web tools for classrooms (3rd
ed.) ThousandOaks, Calif: Corwin.