Given that I’m using a blog to write about blogs as sites for scholarly identity development, it’s hard to say if this web text is considered a blog or a journal article. I hesitate to position this web text in either category because I see blogs and journal articles as valuable sites for knowledge-making even though tenure and promotion committees may think otherwise. How we choose to represent our work as knowledge-makers is challenging–especially when we have to advocate for our work as bloggers. From the perspective of blogger Steven D. Krause (2007), there is distinction between “scholarship,” which counts toward tenure at various institutions, and “Scholarship” (i.e. knowledge that contributes to the field broadly). Krause (2007) then suggests that blogs cannot count as “scholarship,” but they can be used to produce “Scholarship” which often leads to “scholarship.” While I agree that a blogger’s ideas can help to create “scholarship” in the form of a journal article or a book (see Krause’s BAWS project), I would prefer to view blogs on a continuum between “scholarship” and “Scholarship” rather than in one of two categories. Positioning blogs on a continuum represents a stronger connection between how knowledge-making is valued as “scholarship” and “Scholarship”. It also provides opportunities for blogs to move along that continuum as they evolve in response to the evolution of bloggers’ scholarly identities. That said, this web text would probably exist closer to the “scholarship”/article end of the continuum due to being published in Computers and Composition Online. Though its multilinear design and organization via categories and dates pull it closer toward the “Scholarship”/blog end, it does not represent a continuous sense of evolution after its publication date.
Reading this web text
Due to its multilinear qualities, this web text can be read in a number of ways. For those who choose to read with a wandering eye, feel free to start anywhere you please. For those who need to gather their bearings before reading, I’ve included a brief summary of the main sections.
Each post is linked to one of four categories. Within each category, the posts are arranged in reverse chronological order. The most recent post of each category serves as an introduction to the issues that are discussed in each category.
- In Sharing Our Identity Development, I explain why we need spaces to regularly reflect on how our scholarly identities develop over time across various experiences.
- In Using Multiple Blog Genres, I show how blogs function differently for academic bloggers when they are used in graduate courses, as catalogs, and as networks. Ideally, incorporating a variety of uses further contributes to the development of those bloggers’ scholarly identities.
- In Why We Need the Personal, I show the benefits and challenges of incorporating the personal throughout an academic blog. It is through these benefits and challenges that academic bloggers can have an opportunity to mend their fragmented identities.
- In Graduate Education and Computers and Writing, I explain how the issues I’ve raised in the other three categories have implications for graduate education, the academic blogger, and the computers and writing community broadly.