In one of those handy real-time serendipities, David Warlick posted some notes earlier today from the Association of American Publishers conference that dovetail nicely with our brand-new rag-tag initiative to get some School 2.0 action rolling around here. One of the presenters was Timothy Burke from Swarthmore College; David’s notes capture something of our own zeitgeist and straddling-the-fence realities:

Timothy Burke then talked about academic blogging, and he was very very good.  He said, first off, that “monograph is over and good riddance.”  There’s a message there for education as well as publishing.  He says that academics do not consider themselves part of the Web 2.0 generation.  Yet, the community is starting to rethink blogging as a venue for academic publishing. 

Timothy’s presentation was extraordinarily balanced.  I tend to evangelize, perhas too much. He says that there are many ways that blogging can be used in the academic world, but that the very best that can be said is that it will make academics better writers — able to write to broader audiences.

Academics do three kinds of blogs

  1. academic blogs (intended to serve traditional functions of publishing)
  2. Academics who blog (basically diaries or live journals)
  3. Hybrids (includes elements of serious reports and diaries)

In a recent article in EdTech, I labeld three types of K12 teacher bloggers

  1. Teachers who blog
  2. Teacher bloggers
  3. Teachers who promote student blogging for instructional purposes

Burke said that although he is not sure that blogging is all that important, all that disruptive, he admits that his blog has been incredibly useful to him professionally.

This especially caught my eye because it addresses the two-world reality of a teacher education program: we have one foot in the higher education world of academe, and one foot in K-12 education.