http://flickr.com/photos/dharmasphere/20993325/

 

"We are about the conversation. As people, consumers, citizens, teacher, learners, dealers with the everyday, and ultimately the responsible -- we can and should join in the great conversation. Kindergarten through retirement."

from Warlick's Classroom Blogging,  page 169

 

Additional Commenting Resources

Anne Davis Wiki page on significant comments

http://adavis.pbwiki.com/Significant%20Comments

From the “The Blogging Ballet”, Act 4: A Pirouette: Commenting

http://newballetcommenting.blogspot.com/

From Vicki Davis, ”How to comment like a king (or queen!)”

http://coolcatteacher.blogspot.com/2006/08/how-to-comment-like-king-or-queen.html

Darren Kuropatwa's The Artful Comment

http://adifference.blogspot.com/2006/02/artful-comment.html

Commenting on Each Other's Work

http://millersenglish10.blogspot.com/2007/05/commenting-on-each-others-work.html

Why Should Students Blog  with good graphic illustrating conversations

http://judyoconnell.wordpress.com/blogging/

Anne Davis' Podcasting the Power of Comments

http://itc.blogs.com/podcast/2006/02/learning_audaci.html

Anne Davis  "Shaping Learning through comments

http://anne.teachesme.com/2007/05/11/shaping-our-learning-through-comments/

Anne Davis  "Comments Make My Day

http://anne.teachesme.com/2006/02/10/comments-make-my-day/ 

Marcus O’Donnell- Blogging as pedagogic practice: artefact and ecology

http://incsub.org/blogtalk/?page_id=66

Educational Blogging

http://supportblogging.com/Educational+Blogging

Blogs in the classroom

http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/1156/1076

 “Blogging expresses the importance of social and peer interaction as foci of the learning community. Instructors of courses rooted in a knowledge discipline can use blogs to lead students through the foundations of that discipline in order to contextualize real-world experiences. Because they are able to advance their own perspectives and experiences, students make an investment in what they post to their blogs. Class members further discussion by reading and appraising other students' blogs, commenting on the value or relevance of blog entries to their own experiences, and suggesting additional resources.”

http://www.innovateonline.info/index.php?view=article&id=126&action=article

 “Mireille Guay, an instructor at St-Joseph, notes: "The conversation possible on the weblog is also an amazing tool to develop our community of learners. The students get to know each other better by visiting and reading blogs from other students. They discover, in a non-threatening way, their similarities and differences. The student who usually talks very loud in the classroom and the student who is very timid have the same writing space to voice their opinion. It puts students in a situation of equity."¹⁷

As Richardson says, blogging as a genre of writing may have "great value in terms of developing all sorts of critical thinking skills, writing skills and information literacy among other things. We teach exposition and research and some other types of analytical writing already, I know. Blogging, however, offers students a chance to a) reflect on what they are writing and thinking as they write and think it, b) carry on writing about a topic over a sustained period of time, maybe a lifetime, and c) engage readers and audience in a sustained conversation that then leads to further writing and thinking."³⁶ http://www.weblogg-ed.com/2004/04/27 “

http://connect.educause.edu/Library/EDUCAUSE+Review/EducationalBlogging/40493  and  http://www.educause.edu/ir/library/pdf/ERM0450.pdf

 “Blogging represents the interaction of a community in the sense that all posts are subject to concerns about audience. In a classroom that uses weblogs extensively for posting content, as well as discussion and feedback from peers, the ongoing conversation becomes the voice of that community, which can make itself heard over the voice of any one, including the teacher. With the teacher no longer the overly predominant active reader and responder of student texts, students, as a community, take more ownership of their writing.” 

http://blog.lib.umn.edu/blogosphere/moving_to_the_public.html