Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26452
Title: Reading, writing and co-authorship in blogs
Contributor(s): Adlington, Rachael  (author)orcid ; Feez, Susan  (author)orcid 
Publication Date: 2019-02
Handle Link: https://hdl.handle.net/1959.11/26452
Field of Research (FoR) 2008: 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
130202 Curriculum and Pedagogy Theory and Development
130306 Educational Technology and Computing
Field of Research (FoR) 2020: 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390102 Curriculum and pedagogy theory and development
390405 Educational technology and computing
Socio-Economic Objective (SEO) 2008: 930301 Assessment and Evaluation of Curriculum
930302 Syllabus and Curriculum Development
930203 Teaching and Instruction Technologies
Socio-Economic Objective (SEO) 2020: 160301 Assessment, development and evaluation of curriculum
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160304 Teaching and instruction technologies
Abstract: The blog is a co-constructed online space that rivals the website as a publication platform. While adults, teens and children author blogs, little is known about the younger participants' practices. Further, despite the blog's interactive nature, the impact of collaborative affordances on meaning is yet to be fully articulated. This paper reveals how blog authors employ the technical affordances of blogs to position readers as meaning co-constructors. Child blog authors and their readers achieve three types of co-authorship by using tags and comments, as revealed by a systemic functional linguistics (SFL) analysis. Analysis shows that blog co-authorship blurs the line between 'author' and 'reader', unsettling traditional notions of writing and reading. Curriculum and policy definitions of literacy that separate reading and writing are placed under pressure by the co-constructive nature of web-mediated texts of power such as blogs, suggesting that collaborative text realisation may need to be accounted for in future curriculum design.
Publication Type: Journal Article
Source of Publication: Australian Journal of Language and Literacy, 42(1), p. 5-16
Publisher: Australian Literacy Educators' Association
Place of Publication: Australia
ISSN: 1038-1562
1839-4728
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: https://www.alea.edu.au/resources/australian-journal-of-language-and-literacy-ajll-2/ajll-archive-2011
Appears in Collections:Journal Article
School of Education

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