Date Approved
10-14-2015
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Reading Education
Department
Language, Literacy, and Special Education
College
College of Education
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.
Recommended Citation
Wiemer, Kelsey, "The impact of blogging on the facilitation of critical literacy in adolescent students" (2015). Theses and Dissertations. 476.
https://rdw.rowan.edu/etd/476
