How Does the Use of Blogs Impact Student Motivation for Literature Discussions
Journal of Inquiry & Action in Education
How Does the Use of Blogs Impact Student Motivation for Literature Discussions?
Pamela Pane SUNY Buffalo State
This study sought to determine the impact of blogs on student motivation to discuss literature. The participants were 11 male and 12 female fourth grade students ranging from eight to ten years of age. All of the students were instructed in one classroom located in a suburban school setting. All students had access to computers fitted with high speed Internet in their classroom. Most of the students had access to the Internet at home as well. Semi-structured interviews and survey instruments were administered over a six-week period. The response data were analyzed to ascertain the strengths and weaknesses of the students as well as to make suggestions for improvement with reference to the use of blogs. Data analysis revealed gender and reading ability did not impact preferences significantly, and there was generally an equal split between preferences for blogs and face-to-face discussion of literature. A major factor in student preference was the ease with which the blog approach was perceived. Ease interacted with time limitations, technological ability, individual and group dynamics, and beliefs towards publication to a worldwide audience. It was concluded that blogs, while not solely motivating, can impact student motivation toward discussion.
Although literature discussion groups are defined in a variety of ways
-
(2007) reported a number of difficulties often seen when implementing literature discussion
groups including discursive, structural, as well as social tension difficulties. Students frequently
have difficulty determining what to say, and can easily get off topic. Students who are shy often
do not get the opportunity to share their views on the text they have read.
Davis and McGrail (2009)
described blogging as a method of communicating by which
“an author or groups of authors post their work to Web pages that display their posts in reverse
chronological order” (p. 74). The purpose of this study was to determine if blogging can act as a
motivator to discuss text. More specifically, does blogging increase students’ desire to partake in
literature discussion and foster interaction with each other over the material being provided?
Significance of Study
Considering the increased use of technology in today’s world, it is becoming more and
more important for students to become fluent with their use of technology. Indeed, being able to
use technology as a form of communication is critically important to success in today’s society.
The goal of this study was to determine if the use of blogs increased student motivation for
literature discussions while providing practice in communicating with technology. Can the use of
blogs motivate students, particularly reluctant readers, to experience benefits from literature
discussions taking place through blogging?
Literature Review
Literature Discussion Groups: Positive and Negative Aspects
Literature discussion groups come in many forms. They range from literature circles with
designated roles for each student, to less structured literature discussion groups. Educators use
these approaches as ways to encourage students to apply reading comprehension strategies and
discuss literature. “Literature circles (or book groups or books clubs) provide the opportunity for
groups of students, typically five or six, with the chance to make meaning from a text
independent of the teacher”
(Sandmann & Gruhler, 2007, p. 106)
. Through peer-led discussions
of a text students can actually “take ownership of their learning and provide a forum that allows
all students’ voices to be heard”
(Evans, 2002, p.46)
.
Literature discussion groups enable students to make predictions and connections, ask
each other questions, monitor their own reading, summarize, and evaluate content as they
71 | P a g e
proceed through text
(Brabham & Kidd Villaume, 2000)
. Furthermore, the conversations provide
students the opportunity to assemble their own unique understanding about a specific literary
piece. This authentic literature experience allows students to utilize higher level thinking skills as
they become life-long readers.
Sandmann and Gruhler (2007)
emphasize literature discussion activities that center on
student choice. To provide structure and help facilitate literature discussion groups, teachers may
use teacher book talks, role pages, or two-part journals
(Sandmann & Gruhler, 2007)
.
While the use of literature discussion groups has many positive effects, there also are
negative aspects that may hinder student achievement. In a study investigating student
perceptions,
Evans (2002)
surveyed students to determine how they viewed literature discussion
groups. Three themes reflecting hindrances to literature discussion were identified. They
included conditions of discussions, gender influences, and the presence of (...truncated)