The Death of Blogging is Greatly Exaggerated

    I don’t think for a moment that blogging is going away.  In fact, I’m surprised by how quickly some folks seem to embrace that.  (I wonder if it’s because blogging is hard.  I’d like to give up plenty of hard things – but I won’t because they’re good for me.)    Ryan Bretag writes that, unless "blogs evolve" then they’ll drift away.  I don’t agree with him.  In fact, in the spirit of constructive debate, and because I’ve got lots swirling around in my head at the moment, I’m happy to provide the constructive criticism that Ryan was seeking in his post

    In his piece, Ryan argues, on one front, that blogging is dying because we as a blogging community were never able to all agree on goals and objectives:

There are times when I ponder what the goal is for the edublogger
community. Obviously, there will be those that immediately move to the
power of blogging is that it is about the individual; it is about
whatever that person wants it to be about. While this is true, I would
hope the end goal for edubloggers is improving education and that the
goal of individual blogs or community blogs will focus on how they are
helping to achieve this larger community goal.   

    There are multiple problems here.  The same assumptions that inform Ryan’s argument above are present in many of the important and interesting conversations taking place within my personal learning network now and in the past.  Mostly, the assumption that’s troubling me so much is that there’s one group (community – whatever) out there that exists for educational conversation via electronic media, and that we should all try to engage and involve everyone in that one (fallacious) group so that we’re all friends and reading and commenting each other.  And that we’ll all agree on where that group should go, when they should meet, and what we’ll all do when we get there.  Or that we ever agreed in the first place.

    Ain’t going to happen.  Not now, not ever.  Never did happen, in fact.  We all construct our blogrolls, our Twitter friends, or our other social networking relationships for our benefit and to meet our own unique needs.  That leads some folks to add everyone as a friend.  Others, no one.  And whichever way you want to go is fine for you – but please don’t require that I or anyone else goes with your system to meet our own needs. 

    However folks decide whom to add as a friend, a trusted source, or whatever, dictates to some degree which bits of the "conversation(s)" one receives.  (And maybe it’s not even a "conversation" in the sense of the word that we’re all most familiar with.  Bakhtin’s a good guy to get cozy with to follow this conversational, or dialogic, view of blogging.  If there is such a thing.  Yet.  I’m still wrapping my head around this stuff – have been for a while.)  So context itself gets funky in a network situation, leading to instances where, in my friend group, something would be totally okay, flattering, in fact, and in another, the same act would be a serious social violation.  And different readers, responding to different network contexts (because every one of our networks is unique), will react differently to the "same" information.   Add in the fact that a piece of my network exists inside of a piece of yours,  or vice versa, or used to, or soon will, and things get messy pretty quickly. 

    Despite the fact that this makes for some seriously complex audience(s) analysis every time one puts fingers to keyboard (or at least, I hope that it does for you – sure does for me), I hope it’s pretty clear that there is no such thing as "one" edublogosphere.  I used to think that perhaps there was – probably before I started blogging in 2005 – but there’re too many of  "us" and so it becomes more than impossible to keep track of it all.  That’s a good thing, once we recognize the reality.

    It’s actually dangerous to believe that we can stay on top of all of the information.  Some do better than others, of course, but I don’t know that there’s any one person that’s got all of the necessary information for world domination at their fingertips.  (Sorry, Steve. – And that’s a reference to an inside joke that you’d only understand if you’d been reading Steve Dembo’s Twitter stream for the last several months.) One stance I’d urge folks to consider, if they haven’t already, is that we can and should accept that there’s plenty we’re going to miss, lots of it quite good, but that we’re doing no one a service by trying to read everything or make declarations about the "proper social norms" of the "edublogosphere."  Since there’s not "one" and we’re all a little bit different, then lots of the "we musts" only make sense in particular contexts. 

    And there’re plenty of contexts to go around. 

    Other people, smarter people than myself, have attempted to explain this before.  Stephen Downes, for one, continues to be helpful to my understanding of just how wicked complex such a simple act, that of blogging, is.

    But I certainly don’t get it.  At all.  I’m still fumbling along, as best as I can – and that’s a good thing.

    This will sound horribly selfish, and I’m overstating it just a bit for emphasis, so I hope it’s taken with the grain of salt that it deserves – but I’m not writing or reading or thinking for the benefit of all mankind, no matter how selflessly I say otherwise.  I’m doing it for me, for my personal learning and attempt at understanding.  Now, there’s a certain benefit for others if I’m able to better teach, to better serve my students, or the grown ups with whom I work.  But they are not the primary beneficiaries of my labors. 
    I am.   
    Like I said – that sounds selfish, and there’s certainly a large piece of me who works in this space because I believe in the value of sharing and collaboration.  Heck, I’m a teacher because I believe that education helps to make a difference in peoples’ lives.  The paradox of  "the edublogosphere" is that sometimes, the best thing I can do to build community/group/network capacity  is to serve me, myself and I and trust that such self-service will be of use to others.  I’ve seen time and time again that it can be. 
     (I’ve also seen that Ryan’s probably right about folks’ desire to be in agreement with people rather than in conflict about ideas, but that’s another blog post.) 


8 thoughts on “The Death of Blogging is Greatly Exaggerated

  1. Your comment “we can and should accept that there’s plenty we’re going to miss, lots of it quite good, but that we’re doing no one a service by trying to read everything” is fantastic. I’m starting to wrap my head around this and beginning to understand that I need to find the stuff that’s good for me – and make good use of it. There’s way too much information out there and it’s okay to miss some of it.

    Also, that’s for visiting and commenting on my blog!

  2. You couldn’t be more wrong. I can and do have all the necessary information for world domination. Trouble is, I’m also a procrastinator. 🙂

    BTW, for the record, I don’t think there’s anything wrong with being selfish. It’s when selfishness comes at the expense of others that it becomes a problem. You being selfish has served as inspiration for thousands. Nothing wrong with that.

  3. I’ve only been connecting with the edublogsphere since the summer. I am learning so much (personally) through the network I am building. You are right, it is a personal journey with many overlapping parts. I look forward to listening in on your thoughts.

  4. I am all for selfish reading. Half the time though, I don’t even know what I am looking for when I swing through the vines of the edublogsphere! A lot of the time, I’m not looking to comment or discuss; I just want to see that other reflective teachers exist.

  5. This afternoon I was thinking about the whole thing ~ edubloggers, teachers, web 2.0 and so on. I had been catching up on reading through blogs in a newsreader. I went outside for a walk and a thought that has been stirring in my mind came to the fore. I wonder why some teachers and academics are so seemingly enmeshed in the blogging thing, myself included at times. Your post, Bud, inspires me to express these thoughts.

    Some of the bloggers that I read are quite comfortable with their writing and the words flow from the page and are easily digested. Other bloggers seem to express their ideas, discoveries and projects in an incredibly enthusiastic manner. At times it is is difficult to take it all in as they endeavour to get their message out there with a fanfare every single time via a blog, a twitter, podcast and so on. Their posts are peppered with block letters, graphics and exclamation marks. It is overwhelming at times. A thought just occurred to me, somewhat cynically… I wonder if their posts will die down after the edublog awards are announced?

    Why do some edubloggers post? Do they wish to be the first with the latest tool? I was so tempted to rave on about “Yahoo For Teachers” the other day but I refrained and thought someone else will blog about it and sure enough two posts surfaced this morning.

    Perhaps the bloggers that seek to be at the centre of the edublogspehere are obsessed in an overly enthusiastic sort of way. Maybe they feel insecurity and are justifying their existence? Of course many teachers blog because it is an incredibly useful medium for exchanging ideas.

    Yet, as I scan through the education blogs and even the twitters I cannot help but feel that there seems to be a “race” or a “competition” between some of the bloggers out there. It is distracting.

    Why do I blog? I like to share. I think education is interesting. Technology itself has always interested me. But at times I feel myself drifting across to the fast lane desperately trying to catch up with those edubloggers racing along at warp speed. Sitting in the middle lane is just fine and, as some mature bloggers occasionally point out, it is fine to take a break, cruise over to the rest stop and let the world go by. You will still reach your destination. We all will.


  6. I am new to the blogging experience and I am really enjoying it. I think it is a great way to reflect on my teaching and learning. I would also like to be able to learn from others. If perchance I challenge a few other educators to grow that would be wonderful. However, that is not my goal.

    I believe that if I am bettering myself as an educator I am improving education in my sphere of influence. (Perhaps I think too lofty of myself.) My sphere of influence may only be my classroom. I cannot force other educators to grow and learn. Likewise, I know that the majority of us love learning. We seek it out or create opportunities for it on a regular basis. The results of this learning has a positive influence on education. I also believe in collaboration and greatly value the effects that it has on education. We may choose to collaborate with other bloggers or we may use it for our own personal growth.

    To blog or not to blog that is the choice of each individual. We will do it for all sorts of reasons. Perhaps because I’m a newbie and I have found it to be beneficial. I choose to blog. There may come a day when I choose not to.


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