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Hello Richard, all Here are some references to work about blogs, some relating specifically to language learning. Some are more theoretical (e.g. the Herring et al work, as you might expect from her) while some are more pedagogically oriented. I'm sure there's more out there. Ducate, L. C. and L. L. Lomicka (2005). Exploring the Blogosphere: Use of Web Logs in the Foreign Language Classroom. Foreign language annals 38(3): 410-421. Ducate, L. C. and L. L. Lomicka (2008). Adventures in the blogosphere: from blog readers to blog writers. Computer assisted language learning 21(1): 9-28. Godwin-Jones, R. (2003). Blogs and wikis: Environments for on-line collaboration. Language learning and technology 7(2): 12-16. Godwin-Jones, R. (2006). Tag clouds in the blogosphere: Electronic literacy and social networking. Language learning and technology 10(2): 8-15. Herring, S. and J. C. Paolillo (2006). Gender and genre variation in weblogs. Journal of Sociolinguistics 10(4): 439-459. Herring, S., I. Kouper, et al. (2004). Women and children last: The discursive construction of weblogs. Into the blogosphere: Rhetoric, community and culture of weblogs. L. J. Gurak, S. Antonijevic, C. Ratliff and J. Reyman. (online). http://blog.lib.umn.edu/blogosphere/ <http://blog.lib.umn.edu/blogosphere/> [this entire collection of papers from the relatively early days of blogs makes an interesting read.] Herring, S., L. A. Scheidt, et al. (2004). Bridging the gap: A genre analysis of weblogs. Proceedings of the thirty-seventh Hawai'i international conference on system sciences (HICSS-37). Los Alamitos, IEEE Press. Knobel, M. and C. Lankshear (2006). Weblog worlds and constructions of effective and powerful writing: cross with care and only when signs permit. In K. Pahl and J. Rowsell (eds.) Travel Notes from the New Literacy Studies. Clevedon: Multilingual Matters. Murray, L. and T. Hourigan (2008). Blogs for specific purposes: Expressivist or socio-cognitivist approach? ReCALL 20(1): 82-97. Nothing here on how to set one up, but you could take a look at Cathy Clarkson et al's description of using blogs with ESOL students and teachers as part of an action research teacher development project at Dewsbury College (now, after merger frenzy, the Dewsbury Centre of Kirklees College). This was part of the NRDC's practitioner-led initiative of a couple of years back. Go to: http://www.nrdc.org.uk/publications_details.asp?ID=94 and scroll down to 'Learner Centred Action Research at Dewsbury College'. Cheers James ________________________________ From: ESOL-Research discussion forum and message board on behalf of gresswell, richard Sent: Wed 18/02/2009 12:17 To: [log in to unmask] Subject: Re: ESOL chat rooms Dear Stephen This looks really interesting. I was wondering while on the subject of online literacy practices have you got any experience or know of any useful sites, papers etc on setting up student blogs? Basically blogs (web logs) are on line journals / diaries but of course students could upload anything to them that they wanted you to see and share with other students and friends, relatives etc. I am interested in this both from a teaching / learning point of view but also as a research idea as a kind of advancement on earlier ideas of using student diaries as forms of data collection on the lives of our students. I also see student blogs as a way forward in giving ESOL learners a voice outside the classroom. Any advice appreciated. Richard ________________________________ From: ESOL-Research discussion forum and message board on behalf of Stephen Woulds Sent: Wed 18/02/2009 10:00 To: [log in to unmask] Subject: Re: ESOL chat rooms In response to Cheryl. The introduction of chat rooms at ESOL UK is to enable synchronous writing between learners/tutors (learners/learners) as a form of literacy practice. In my research and teaching I have found that synchronous communication (chat rooms, messenger, Skype) is an essential aspect of some ESOL students' communication with friends and family around the world. Yet for every learner that uses such methods there will be many more that don't/can't/aren't aware of such systems. What constitues literacy today? Is it writing pretend postcards in a classroom? Writing an informal/formal letter that never gets posted? As ESOL practitioners are we responsible for introducing our learners to multiple forms of literacy, both traditional and digital? Personally, when first using chat, I created a private room with a password for myself and played with the technology. Once confident I invited some of my learners to join the room, during classtime in the first stages to help with problems then outside classtime. Four years later those same learners now communicate daily with relatives around the world. Teach a man to fish ... Stephen Woulds mailto:[log in to unmask] Leeds Thomas Danby Roundhay Road Leeds, LS7 3BG tel: 0113 249 4912 fax : 0113 240 1967 http://www.leedsthomasdanby.ac.uk/ Principal and Chief Executive Roy Thorpe http://www.leedsthomasdanby.ac.uk/ PBefore you print think about the ENVIRONMENT This message contains confidential information and is intended only for [log in to unmask] If you are not [log in to unmask] you should not disseminate, distribute or copy this e-mail. Please notify mailto:[log in to unmask] immediately by e-mail if you have received this e-mail by mistake and delete this e-mail from your system. E-mail transmission cannot be guaranteed to be secure or error-free as information could be intercepted, corrupted, lost, destroyed, arrive late or incomplete, or contain viruses Leeds Thomas Danby therefore does not accept responsability or liability for any errors or omissions in the contents of this message, which arise as a result of e-mail transmission. ________________________________________ From: ESOL-Research discussion forum and message board [[log in to unmask]] On Behalf Of Cheryl Thornett [[log in to unmask]] Sent: 15 February 2009 18:01 To: [log in to unmask] Subject: Re: ESOL chat rooms Are these chat rooms rather than forums? Will people have to be online at the same time to communicate or can people leave messages which someone else can answer at a convenient time? I have tried out various forums as a teacher, and the problem with many of them is that there simply isn't enough participation. Questions or comments posted receive no replies. So far, I have found that US-based forums are usually much more active and lively and often have both teachers and learners participating. I hope this endeavour is successful, and I will mention it to my learners, but if they have to be online at fixed times to participate, this will be a problem for adults with job and family commitments. Cheryl Thornett ESOL & Literacy tutor Birmingham Adult Education ----- Original Message ----- From: "Stephen Woulds" <[log in to unmask]> To: <[log in to unmask]> Sent: Sunday, February 15, 2009 4:47 PM Subject: ESOL chat rooms Hi I have added ESOL Chat Rooms to <http://www.esoluk.co.uk <http://www.esoluk.co.uk/> > I have created rooms according to language levels: E1, E2, E3, etc. It seemed to me to be an opportunity for ESOL learners to write messages to others of a similar level within a relatively 'safe' environment. There's also an option for tutors to create their own temporary rooms with passwords. Discussions can be saved and printed. I have tried to keep the design as simple and as clean as possible. If tutors have alternative ideas for how rooms might be labelled, organised, etc, I would like to hear suggestions. If you would like a permanent room creating with your own password please let me know. Maybe members of the list have experiences and wisdom they would like to share with regard to language learning and chat rooms. See for example <http://iteslj.org/Lessons/Mynard-Chat.html> Regards Stephen Stephen Woulds *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. 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Park Lane College services are supported by grants from the European Social Fund and the European Regional Development Fund. ________________________________ *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html A quick guide to using Jiscmail lists can be found at: http://jiscmail.ac.uk/help/using/quickuser.htm To contact the list owner, send an email to [log in to unmask] *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. 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