Research Blogging: Links and Resources

Below is a list of online and print resources, articles, and posts relating to the use of blogs for research work. These are intended as a supplementary resources for those taking the workshop on “Getting Started with Scholarly Blogging: Blogs as a Research and Teaching Tool in the Humanities.

This list is not intended to be exhaustive; suggestions as to worthwhile additions would be gratefully accepted.

Blog Posts

Bessette, Lee. “To Blog or Not To Blog?” “College Ready Writing.” Inside Higher Education. 30 September, 2012. Accessed 1 October, 2012.  <>

Clarkin, Patrick. “Why Academia Should Be More Social.” Impassion. 19 September, 2012. Accessed 22 September, 2012. <>

Dunleavy, Patrick, and Chris Gilson. “Five minutes with Patrick Dunleavy and Chris Gilson: ‘Blogging is quite simply, one of the most important things that an academic should be doing right now.'” Impact of Social Sciences. London School of Economics and Political Science. 24 February, 2012. Accessed 28 September, 2012. <

Fitzpatrick, Kathleen. “Advice on Academic Blogging, Tweeting, Whatever.” Planned Obsolescence. WordPress Blog. 1 October, 2012. Accessed 1 October, 2012. <>

Graham, Shawn. “Signal Versus Noise: Why Academic Blogging Matters: A Structural Argument. SAA 2011.” Electric Archaeology, 2 April, 2011. Accessed 17 October, 2012. <>

Groves, Nancy, David Colquhoun, Charlotte Mathieson, et al. ‎”Academic Blogging: The Power and the Pitfals,” The Guardian. 19 October, 2012.  Accessed 19 October, 2912. [Live Chat] <>

Matthews-Jones, Lucinda. “A Blog on Blogging: Reflecting on the ‘Transforming Objects’ Roundtable.” Journal of Victorian Culture Online. Journal of Victorian Culture. 1 June, 2012. Accessed 28 September, 2012. <>

Meeks, Elijah. “On Blogging.” Digital Humanities Specialist. 20 September, 2012. Accessed 22 September, 2012. <>

Mittell, Jason. “Thoughts on Blogging for Tenure.” Just TV. 4 January, 2012. Accessed 12 October, 2012. <>

Priego, Ernesto. “Blogging – Or the Power of We, not Me.” The Guardian. 15 October, 2012. Accessed 19 October, 2012. <>

Ridge-Newman, Anthony. “To Blog or Not To Blog? The Academic’s Conundrum.” The History Blogging Project. The History Lab. 20 April 2011. Accessed 28 September, 2012. <>

Ullyot, Michael. “On Blogging in the Digital Humanities.” Michael Ullyot: Ideas + Materials for Research + Teaching. University of Calgary. 24 February, 2012. Accessed 22 September, 2012. <>

Weller, Martin. “The Virtues of Blogging as Scholarly Activity.” The Chronicle of Higher Education. 29 April, 2012. Accessed 28 September, 2012. <>


Print Articles

Gu, Feng and Gunilla Widén-Wulff. “Scholarly Communication and Possible Changes in the Context of Social Media.” The Electronic Library 29. 6 (2011): 762-776.

Kebble, Paul. “Electronic Professional Development, Action Research and Blogging: An Ideal Combination.” Asian EFL Journal 45 (2010): 25-43.

Lindemann, Marilee. “The Madwoman with a Laptop: Notes Toward a Literary Prehistory of Academic Fem Blogging.” Journal of Women’s History 22.4 (2010): 209-19.

Phillips, Angus. “Blog to the Future? Journals Publishing in the Twenty-First Century.” Journal of Scholarly Publishing 42.1 (2010): 16-30.

Shema, Hadas, Judit Bar-Ilan, and Mike Thelwall, “Research Blogs and the Discussion of Scholarly Information” PLOS ONE  7.5 (2012): n.p. Accessed 28 September, 2012. <;jsessionid=D78C3FCD42


General Resources

“How to Backup Blog Images Using SiteSucker (OS X).” Press Any Key: Tech, Games, or Whatever Else . . . WordPress Blog. 27 August, 2011. Accessed 22 September, 2012. <>


Can I Hear a Third Option, Please? Diane Rasmussen Neal on Change in the Classroom

Last week’s edition of The Western News (for September 20, 2012) featured a story that, while not specifically “about” the digital humanities at Western, is certainly relevant to it and its concerns. Diane Rasmussen Neal’s “Evolve or die: Modern Classrooms Need to Change with Times” addresses the changing technological landscape inhabited by our students, and implies (more explicitly in the title, in fact, than in the text of the article itself) that we run the risk of losing connection with our classes if we fail to take up the challenges posed by new modes of communication and learning:

So, with all these online modalities present in their lives, how can professors increase student engagement and learning success? Is it unrealistic to expect them to listen to our linear lectures twice a week when Facebook photos are beckoning?

Social Media for Academics: A Practical GuideRasmussen Neal’s response, and that of Robert Foster, co-author with her of an article on the subject in her new edited collection, Social Media for Academics: A Practical Guide (Woodhead Publishing), is to turn to the very social media that threatens to usurp student attention, and to employ it in our own arsenal of pedagogical tools.  This,  she suggests, means using “today’s technological tools such as Facebook, Twitter and smartphones” in teaching, to the exclusion even of the Learning Management Systems (LMS) supplied by our institutions (in the case of Western, Sakai), which she characterizes as “technologically dated, cumbersome, expensive, time-consuming and generally frustrating.”

In the place of this latter, she specifically recommends Edmodo ( a tool used widely in online teaching:

The site appears similar in design and function to Facebook, but also includes many of the traditional online classroom tools that we have grown to expect from WebCT-like applications. It’s free, secure, does not require ITS administration and students find it easier – and more fun – to use than traditional, university-sanctioned tools.

The implied focus of much of this article is upon online courses, but not to the exclusion of on-site teaching. As Foster, in the book article he co-wrote with Rasmussen Neal, puts it: “a strong argument can be made that professors delivering programmes in a regular classroom setting would benefit themselves and their students by making use of several of the social media tools that are already available.”

I would tend to agree. I’ve been using Facebook for one of my classes, a large first year course, since 2007, and have found that it is not merely a good way to engage and communicate with students, but that it also helps build a sense of “community” in a course that was otherwise too large to really allow for that sort of connection between students. This year, in the same course (which is now, by design, much smaller), I will additionally be using student blogs for the first time: my hope is that this will enable another kind of student “conversation” online, as students follow each other’s blogs.

Rasmussen Neal teaches in the Faculty of Information and Media Studies at Western: it is perhaps unsurprising that she is such a strong advocate of pedagogical technologies. And given a student body that is probably, by virtue of the nature of that faculty, more open to technology and social media than many, it seems likely that such approaches would succeed admirably.

Are they translatable, or adaptable, to the setting of a more traditional “humanities” classroom? Experience at other institutions would seem to suggest that they can be: the related notions of “hybrid pedagogy” (mixing traditional and digital teaching methodologies) and the “flipped classroom” (in which much lecture material is delivered online, and “lecture” hours devoted instead to in-class group work) have become very popular in humanities courses elsewhere in recent years.

As Rasmussen Neal’s title intimates, however, there is still resistance to such ideas. I have colleagues who refuse to allow laptops into their classrooms at all, so strong is their faith in, and adherence to, a more traditional lecture, or lecture-discussion format. Are they wrong? It seems to me that the real key lies not in a stubborn advocacy of one approach over another, be it traditional or digital, but rather in an ability to adapt to particular courses, kinds of students, and classroom contexts.

There should, perhaps, be a third way, the way of using whatever modality — traditional or new — seems best suited to the very particular circumstances within which we, as teachers, will continue to find ourselves. One size, as we have all surely discovered over our time as pedagogues, seldom fits all.

The Preliminaries Project at Western Arts and Humanities’ CulturePlex Lab

CulturePlex Laboratory at Western University

In a new blog posting, David Brown of the CulturePlex Lab at the Faculty of Arts and Humanities at Western University introduces the “Preliminaries Project,” a project to  “study the complex social networks involved in the production of Early Modern Spanish literature.”

In particular, the “Preliminaries Project”  will focus its attention upon “literature published in the European Spanish Empire and its American colonies during the 17th century, a period characterized by an increasingly complex globalized structure that allowed for a comparatively rapid exchange of ideas, goods, and cultural objects between Asia, the Americas, and Europe.”

Using the CulturePlex Lab’s own “Sylva” graph database tool to store and manage the information gleaned from a broad and comprehensive survey of the literature, the project will run this data through “visualization and statistical/metric analysis” employing “built-in algorithms and Python based scripting.”

A full discussion of the project and its aims can be found on the project blog, and will be supplemented and expanded by future postings on the project.

Instructional Blogging: Links and Resources

Instructional BloggingBelow is a list of online and print resources, articles, and posts relating to the use of student blogs for instruction. These are intended as a supplementary resources for those taking the workshop on “Getting Started with Scholarly Blogging: Blogs as a Research and Teaching Tool in the Humanities.

This list is not intended to be exhaustive, and will be supplemented over the course of the next few weeks as needed. Suggestions as to worthwhile additions would be gratefully accepted.


Blog Posts

Albrecht, David. “Tips on Collegiate Student Blogging.” The Summa. WordPress Blog. 10 August, 2012. Accessed 22 September,  2012.  <>

Bellinson,  Adam. “Comments of Gold: Advice on Giving and Receiving Comments.” Blogging for Learning. Michigan State University. 15 November, 2006. Accessed 22 September, 2012. <>

Brauer, James. “Blogging vs Threaded Discussions in Online Courses.” Connected Principles. Sharing. Learning. Leading. 3 October, 2012. Accessed 8 October, 2012. <>

Dunn, Jeff. “30 Incredible Blogs Written By Students.” Edudemic. 8 December, 2011. Accessed 22 September, 2012. <>

Eaton, Sarah Elaine. “12 Tips to incorporate blogging into your classes.” Literacy, Languages, and Leadership. 2 August, 2012. Accessed 22 September, 2012. <>

Halavais, Alex. “Blogging for Large Classes.” Blogging for Learning. Michigan State University. 19 November, 2007. Accessed 22 September, 2012. <>

Glogowski, Konrad. “Towards Reflective BlogTalk.” Blog of Proximal Development. 4 February, 2008. Accessed  22 September, 2012. <>

Kerawalla, Lucinda, Shailey Minocha, Gill Kirkup, and Gráinne Kirkup. “Characterising the Different Blogging Behaviours of Students on an Online Distance Learning Course.” Learning, Media and Technology 33. 1 (Mar 2008): 21.

Lange, Ryan. “Blogging in the Media: Current Research.” Blogging for Learning. 20 August, 2006. Accessed 22 September, 2012. <>

—–. “Blogging: A Brief History and Overview.”  Blogging for Learning. 28 August, 2006. Accessed 22 September, 2012. <>

Lohnes, Sarah. “Using Blogs in a College Classroom: What’s Authenticity Got To Do With It?” Blogs for Learning. Michigan State University. 25 October, 2006. Accessed 22 September, 2012. <>

Mirtschin, Anne. “20 Reasons Why Students Should Blog,” On an e-Journey with Generation Y. WordPress Blog. 14 March, 2008. Accessed 22 September, 2012. <>

Parry, David. “The Technology of Reading and Writing in the Digital Space: Why RSS is crucial for a Blogging Classroom.” Blogs for Learning. Michigan State University. 1 October, 2006. Accessed 22 September, 2012. <>

Rahman, Sean. “Student Blogging – What You Should Know.” Blogs for Learning. Michigan State University. 18 August, 2006. Accessed 22 September, 2012. <>

—–. “Self Presentation Online.” Blogging for Learning. Michigan State University. 28 August, 2006. Accessed 22 September, 2012. <>

Ritter-Guth, Beth Lynne. “Rocking the Cyber Canoe: Blogging in English.” Blogging for Learning. Michigan State University. 28 August, 2006. Accessed 22 September, 2012. <>

Sample, Mark. “Pedagogy and the Class Blog.” Sample Reality. 14 August, 2009. Accessed 28 September, 2012. <>

Wolf, Leigh. “20 days + 19 people + 17 blogs = The Annals Success” Blogs for Learning. Michigan State University. 6 November, 2006. Accessed 22 September, 2012. <>


Print Articles

Arena, Carla. “Blogging in the Language Classroom: It Doesn’t ‘Simply Happen’.” TESL-EJ: Teaching English as a Second or Foreign Language 11.4 (2008): 7.

Ashraf, Bill. “Teaching the Google-eyed YouTube Generation.” Education & Training 51. 5/6 (2009): 343-352.

Bhattacharya, Atanu, and Kiran Chauhan. “Augmenting Learner Autonomy through Blogging.” ELT Journal 64.4 (2010): 376-84.

Blankenship, Mark. “How Social Media Can and Should Impact Higher Education.” The Education Digest 76. 7 (Mar 2011): 39-42.

Boling, Erica C. “Learning from Teachers’ Conceptions of Technology Integration: What Do Blogs, Instant Messages, and 3D Chat Rooms Have to Do with It?” Research in the Teaching of English 43. 1 (Aug 2008): 74-100.

Carlson, Scott. “Weblogs Come to the Classroom.” The Chronicle of Higher Education 50. 14 (Nov 28, 2003): A.33-A.34.

Caverly, David C, Sheila A. Nicholson, Jennifer Battle, and Cori E. Atkins. “Techtalk: Web 2.0, Blogs, and Developmental Education.” Journal of Developmental Education 32. 1 (Fall 2008): 34-35.

Churchill, Daniel. “Web 2.0 in Education: A Study of the Explorative Use of Blogs with a Postgraduate Class.” Innovations in Education and Teaching International 48. 2 (2011): 149.

Cobanoglu, Cihan and Katerina Berezina.”The Impact of the Use of Blogs on Students’ Assignment Engagement.” Journal of Hospitality, Leisure, Sports and Tourism Education 10. 1 (Apr 2011): 99-105.

Elliott, Darren. “Parallel Blogging: Explorations in Teacher and Learner Autonomy.” Realizing Autonomy: Practice and Reflection in Language Education Contexts. Eds. Kay Irie, et al. New York, NY: Palgrave Macmillan, 2012. 182-195.

Fitzpatrick, Kathleen. “The Literary Machine: Blogging the Literature Course.” Teaching Literature and Language Online. Ed. Ian Lancashire. New York, NY: Modern Language Association of America, 2009. 205-216.

Fluckiger, Jarene, Yvonne Tixier y Vigil, Rebecca Pasco, and Kathy Danielson. “Formative Feedback: Involving Students as Partners in Assessment to Enhance Learning.” College Teaching 58. 4 (Oct-Dec 2010): 136-140.

Higdon, Jude and Chad Topaz. “Blogs and Wikis as Instructional Tools: A Social Software Adaptation of Just-in-Time Teaching.” College Teaching 57. 2 (Spring 2009): 105-109.

Krause, Steven D. “When Blogging Goes Bad: A Cautionary Tale about Blogs, Email Lists, Discussion, and Interaction.” Kairos: A Journal for Teachers of Writing and Webbed Environments 9.1 (2004):  n.p.

Lee, Lina. “Fostering Reflective Writing and Interactive Exchange through Blogging in an Advanced Language Course.” ReCALL: The Journal of EUROCALL 22.2 (2010): 212-27.

Lindgren, Tim. “Blogging Places: Locating Pedagogy in the Whereness of Weblogs.” Kairos: A Journal for Teachers of Writing and Webbed Environments 10.1 (2005): n.p.

Liou, Hsien-Chin. “Blogging, Collaborative Writing, and Multimodal Literacy in an EFL Context.” WorldCALL: International; Perspectives on Computer-Assisted Language Learning. Eds. Mike Levy, et al. Routledge Studies in Computer Assisted Language Learning. Routledge, 2011. 3-18.

McCorkle, Ben. “English 109.2: Intensive Reading and Writing II, ‘Reading, Writing, Blogging’.” Composition Studies 38.1 (2010): 108-25.

McGee, Patricia and Veronica Diaz. “Wikis and Podcasts and Blogs! Oh, My! What Is a Faculty Member Supposed to Do?” EDUCAUSE Review 42. 5 (Sep/Oct 2007): 28-40.

Morrison, Aimée. “Blogs and Blogging: Text and Practice.” A Companion to Digital Literary Studies. Eds. Ray Siemens, Susan Schreibman, and Alan Liu. Blackwell Companions to Literature and Culture. Malden, MA:  Blackwell, 2007. 369-387.

Reinhart, Julie M, Adrian L. Whicker, and Tricia Juettemeyer. “News Blogs in Distance Education Programs.” Distance Learning 2. 5 (2005): 23-28.

Song, Chiann-Ru. “Educational Games with Blogs.” Online Information Review 32. 5 (2008): 557-573.

Wang, Yi-Shun, Hsin-Hui Lin, and Yi-Wen Liao. “Investigating the Individual Difference Antecedents of Perceived Enjoyment in Students’ Use of Blogging.” British Journal of Educational Technology 43. 1 (Jan 2012): 139-152.

Zhang, Wei. “Blogging for Doing English Digital: Student Evaluations.” Computers and Composition: An International Journal for Teachers of Writing 27.4 (2010): 266-83.


General Resources

Daryl L. L. Houston, “Starting a Course Blog with WordPress,” Two Ells: Daryl’s Personal Blog, WordPress Blog, 6 January, 2013. Accessed 6 January, 2013. <>

Sample, Mark. “A Rubric for Evaluating Student Blogs.” ProfHacker. The Chronicle of Higher Education 27 September, 2010. Accessed 22 September, 2012. <>

Ullyot, Michael. “On Blogging in English 203.” Michael Ullyot: Ideas + Materials for Research + Teaching. University of Calgary. 24 February, 2012. Accessed 22 September, 2012. <>

University College, Falmouth. “Blogging Project Checklist for Academics.” Scribd. n.d. Accessed 22 September, 2012. <>

University of Wisconsin, Stout. “A Rubric for Evaluating Student Blogs.” A+ Rubric. University of Wisconsin, Stout. 17 January, 2012. Accessed 22 September, 2012. <>

Williams, George H. “Blogging Assignment.” English 289: Introduction to British Literature. Beginnings to 1800. University of South Carolina Upstate. N.d. Accessed 8 October, 2012. <>

Workshop: “Getting Started with Scholarly Blogging: Blogs as a Research and Teaching Tool in the Humanities.”

"Getting Started with Scholarly Blogging: Blogs as a Research and Teaching Tool in the Humanities."Tuesday, 2 October, 2012
North Campus Building Room 105

Samantha Brennan (Philosophy)
Elan Paulson (Western Education)
Mark McDayter(English)

One of the most exciting new developments in education today is the growth of blogging as a pedagogical and research tool. Student and instructor blogs provide an online forum for the articulation and exchange of ideas and information, and enable new hybrid ways of teaching. Research blogging has helped generate new and larger audiences for scholarly work, and opened novel avenues for collaborative and interdisciplinary work.

This session will address both the theory and practice of blogging for teaching and research. The first hour will be devoted to discussions of how to best design and employ student and research blogs, while the second will walk participants through the creation and optimization of their own free WordPress blog for teaching or research.Open to all faculty and graduate students.

CulturePlex Laboratory “Crash Courses” Begin

CulturePlex Laboratory at Western University

The CulturePlex Laboratory in the Faculty of Arts and Humanities at Western begins hosting a series of “Crash Courses” on technology for academics, beginning with today’s session on Redmine, “A flexible project management tool that allows you to set (and stick to) deadlines for yourself or your collaborators in different ways.”

Future sessions include:

19 October, 2012 — Sylva — A collaborative graph database creation and management tool that requires no programming knowledge.

18 November, 2012 — Yutzu — Online tool for collecting and sharing information packages on a specific topic. The information can by your own or from other web sources.

All sessions are 45 minutes long, and will be held in University College 114, at 1:30 pm.

RSVP to:

Welcome to the Research Group for Electronic Textuality and Theory

University College at Western UniversityWelcome to the blog for the Research Group for Electronic Textuality and Theory (RgETT) in the Faculty of Arts and Humanities at Western University.

This blog will host a variety of announcements and resources relating to the study of Digital Humanities and related fields at Western University.  It will also, it is hoped, also feature the occasional post by members of the research group.

For more information on the Research Group for Electronic Theory and Textuality, go to “About” in this blog, or to the group’s web site.