Implementing blog writing as a tool for promoting student engagement and literacy development

David John Hindley

Abstract


For the last three years blogging has been integrated within a final year undergraduate module, Contemporary Issues in Sports Practice, in part as a response to student concerns that conventional forms of academic writing can be both exclusionary and prohibitive. Moreover, drawing on the emerging literature on the pedagogical value of blogging, it was felt that blog writing has the potential to enhance student learning, encourage collaboration, support knowledge generation and critical thinking (see Brooks, Nichols, and Priebe, 2004, Gregg, 2006, Sun, 2010).

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References


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