Private Journals versus Public Blogs
The Impact of Peer Readership on Low-stakes Reflective Writing
Bibliographic Data
| ID | 11063609 |
|---|---|
| Authors | Drew Foster (University of Michigan, Ann Arbor, MI, USA, corresponding author) |
| Year | 2015 |
| Volume | 43 |
| Issue | 2 |
| Pages | 104-114 |
| Publication date | 2015-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0092055x14568204 |
| OpenAlex | W2135888227 |
| Language | EN |
| Citations received | 8 |
| References cited | 36 |
This article isolates and observes the impact of peer readership on low-stakes reflective writing assignments in two large Introduction to Sociology classes. Through a comparative content analysis of over 2,000 private reflective journal entries and semipublic reflective blog posts, I find that both practices produce distinct forms of reflection. I argue that these differences can be understood in terms of the risks that students take in their writing. Journals, which do not incorporate peer readership, appear to compel students to take more personal risks and engage in emotional labor to process assigned materials. Blogs, which do incorporate peer readership, enable students to take more intellectual risks and engage in logical mental endeavors. The results suggest that instructors should be cognizant of the variety of risks their assignments are likely to compel students to make as they determine how best to engage students in reflection on sociological materials and ideas
Audience measurement · Critical reflection · Media studies · Pedagogy · Political science · Public relations · Reflection (computer programming · Sociology · Variety (cybernetics · Computer Science · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Law · Psychology · Reflective Practices in Education
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Student Perception of Journaling as an Assessment for an Engagement Experience
Harnessing the Power of Social Media in the Classroom
Study Abroad and Developing Reflective Research Practice Through Blogs
Should We Talk about the Pain? Personalizing Sociology in the Medical Sociology Classroom
Student-centered Pedagogy and Real-world Research
A Time to Adapt, Not “Return to Normal”
Aliens and Strangers
Peer marriage
On Being Sane in Insane Places
Why we blog
Blogs
Using weblogs in scholarship and teaching
You Have to Absorb Yourself in It”
Dialogue Journals and Critical Thinking
My Understanding Has Grown, My Perspective Has Switched”
Real Problems, Virtual Solutions
Writing in Sociology Classes
Teaching about Consumption
Collaborative Learning in an Undergraduate Theory Course
Electronic Sex Talk
It Opened My Eyes”
Learning to Understand Inequality and Diversity
Using the Daily Newspaper and Journal Writing to Teach Large Introductory Sociology Classes
Exploring the Benefits of Community-based Research in a Sociology of Sexualities Course
Using Journals in the Social Psychology Class
Fear Journals
Teaching Affirmative Action
Exploring Critical Sociological Thinking
Writing in the Sociology Curriculum
Using a Research Article to Foster Moral Reflection and Global Awareness in Teaching About Religion and Politics, Theory Testing, and Democracy in the Muslim World
Performing Theory
Network Newsgroups as a Teaching Tool in the Social Sciences
Beyond the Core
The Effect of Distant Audiences on Students’ Writing
Mapping the Social Landscape
Adventures in the blogosphere
The atrophy of social life
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |