Blogging in a Participatory Culture: The Pedagogical Potential of Blogs in a High School English Classroom

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atmire.migration.oldid4542
dc.contributor.advisorField, James
dc.contributor.authorSimon, Stacy
dc.contributor.committeememberBurwell, Catherine
dc.contributor.committeememberDressler, Roswita
dc.date.accessioned2016-06-23T18:29:29Z
dc.date.available2016-06-23T18:29:29Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractThis study is a qualitative, interpretive exploration of how students experience blogging in a high school English course. To understand how participants use technology to communicate, their out-of-school digital practices are first briefly considered. The study then follows participants’ experiences on the blogosphere and in the classroom, and explores any pedagogical potential of blogging. Technology’s ubiquitous presence increasingly affects communication, making it simpler for one’s voice to be heard, and to connect with others. As blogging enables this type of participation, it is explored in relation to the notion of participatory culture. Qualitative, interpretive methods were used to understand participants’ experiences. Findings suggest common themes that resonated throughout their experiences. Blogging created a heightened awareness of audience, enabled participants to find and use their voices, and fostered peer-based learning. It also developed new, personal understandings for participants as they recalled seeing both their peers and themselves differently.en_US
dc.identifier.citationSimon, S. (2016). Blogging in a Participatory Culture: The Pedagogical Potential of Blogs in a High School English Classroom (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25149en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25149
dc.identifier.urihttp://hdl.handle.net/11023/3074
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation--Language and Literature
dc.subjectEducation--Technology
dc.subject.classificationtechnologyen_US
dc.subject.classificationBloggingen_US
dc.subject.classificationCurriculumen_US
dc.subject.classificationParticipatoryen_US
dc.titleBlogging in a Participatory Culture: The Pedagogical Potential of Blogs in a High School English Classroom
dc.typemaster thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Arts (MA)
ucalgary.item.requestcopytrue
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