IntroductionData reveal that most blogs are self-referential, and while an expressivist ambit has merit, this webtext argues in favor of utilizing the blog platform to assist students in projecting a disciplinary and professional identity online. The Arena of
Educational BloggingMany in academe have come to the realization that "educational blogging" offers a range of student-centered and active-learning opportunities, which can result in the cultivation of essential competencies and literacies among students. A Course Built on BloggingA taxonomy of educational blogging reveals an array of approaches, but the focus here is on a course wherein each student creates an individual blog that is thematically governed by his or her academic major and/or future profession. Educational Blogging as a Professionalizing ExperienceThis section provides evidence from students' blogs, as well as the observations of scholars, to demonstrate the impressive results that can arise when undergraduates post on current and consequential phenomena in their fields. Community, Costs, and Benefits in the BlogosphereThough there are challenges and risks to being heard in the blogosphere, the goal of nurturing students' scholarly and professional personae online yields the possibility of real visibility and valuable contacts. ConclusionWhen blogs are thoughtfully employed, these digitized collections serve as a valuable pedagogical tool, and may contribute to the establishment of a deeper and perhaps durable scholarly and professional identity in the students who produce them. References and Links

Educational Blogging:
A Forum for Developing Disciplinary and Professional Identity
Geoffrey C. Middlebrook
University of Southern California

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Acknowledgements

We would like to thank Mira Zimet, Virginia Kuhn, and David Lopez for their assistance with this webtext.

All student work is used by permission.