The Web has opened up almost limitless possibilities for publishing. With so many online magazines, newspapers, and journals, there's no shortage of venues for both professional and practicing authors. Stephen King may be the best-known writer to dabble in self-publishing online, and many have followed his lead. Educators have also been using the Web to publish course descriptions and syllabi, while building professional development communities dedicated to sharing best practices.
Publishing student writing, however, has yet to gain widespread adoption in middle and high school English classes, a fact that seems particularly striking when you consider the advantages of inviting readers to respond to student-authored work. For starters, Web publication gives students a real audience to write to and, when optimized, a collaborative environment where they can give and receive feedback, mirroring the way professional writers use a workshop environment to hone their craft. Jeff Golub, technology spokesperson for the National Council of Teachers of English, says that the organization supports the use of Web-based publishing tools to celebrate and share student writing. Golub, who is also associate professor of English education at the University of South Florida, teaches future educators three central principles about encouraging student authorship: "Students will write when they have something to say, when they have an audience, and when they get feedback."
The challenge, as it so often is with new uses of technology, is integration. How do educators take advantage of the Web's publishing tools with limited time and resources and in keeping with the standards? Enter a promising new use of technology called Web logs-or blogs, for short. Part Web site, part journal, part free-form writing space, blogs have the potential to enhance writing and literacy skills while offering a uniquely stylized form of expression.
Abstract from Kristen Kennedy
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