Author(s)

Kelsey Wiemer

Date Approved

10-14-2015

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Browne, Susan

Subject(s)

Blogs;Critical pedagogy

Disciplines

Secondary Education and Teaching

Abstract

The purpose of this study was to explore how using blogging with adolescent students could foster critical literacy. During the study, students researched an alternative perspective from World War II and completed six blog posts on a variety of topics over the course of four weeks. At the completion of the study, students' blog posts and comments revealed five different categories: (1) problematizing generally accepted texts or beliefs, (2) an interest in empowering silenced voices, (3) inquiry-driven discussion, (4) the incorporation of multiple perspectives (5) and changing attitudes towards blogging. Additionally, their writing demonstrated evidence of four different components of critical literacy: (1) representing silenced voices, (2) problematizing texts, (3) student choice and (4) incorporating multiple perspectives. Implications for the use of blogging as a means of facilitating critical literacy are discussed.

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