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Lorcan Dempsey's Weblog. History News Network. Why does HNN feature blogs?

History News Network

Aren't they just vehicles for people who want to sound off? The challenge of writing a blog is particularly great given the pressure to keep it up to date. But doing a blog is not fundamentally different from writing articles that appear in other places on HNN. In both cases the pressure to publish something in a timely manner necessitates foregoing the slow and steady approach common in peer-reviewed journals. By the peer review standard, none of the articles we publish pass muster as none of them are peer-reviewed in advance; the peer reviewing comes after they have already reached the public. This does not sound like a reasonable approach to us. HNN is committed to the scholarly discussion of issues in a timely manner. It may be argued that blogs fall into a separate category because they need to be updated constantly.

Unique though a blog may be, the speediness required by a blog is not unique. Christopher Corbett - 10/14/2003 "WANTED. See: Where does academic blogging lead? Ian Bogost has a great post referencing the ongoing conversation about academic blogging that moves us in a productive direction, away from defenses and apologies (and related attacks and critiques of opponents) and toward thinking where academic blogging leads.

where does academic blogging lead?

Ian points to a number of other interesting posts, so if you're curious you should certainly follow that link and read those as well. One of the interesting things about the speculative realitst/ooo movement is that, while it is clearly undertaken in traditional academic discourses (books, articles, conference presentations, courses), it has also really flourished through the blogosphere. As such it is a great example of how academic blogging, as we have come to know it, might work in parallel with traditional academia. However, blogging, as a technology, clearly has its limits. Ian writes: For a while now, I've been advancing the philosophical construction of artifacts, a practice I've given the name carpentry. Questioning the Academic Blog. I haven't posted a blog in a while and I apologize, but I wanted to write this post today, because I've thinking about the place of the academic blog in the academy in academic research and writing in general.

Questioning the Academic Blog

This post is in part a response to a conversation I had with one of my committee members, but I hope to hear from others about the genre. The Academic Blog I was having a conversation with a member of my dissertation committee about blogs. I was telling him that I have my students blog every Friday and then have them respond to other blogs every Wednesday. I'm not happy with the asynchronous results that were developing from this method. I was surprised by my committee member, an instructor who understands the pedagogical advantages for composition student blogs, when he let it out that he despised the academic blog. I left the conversation thinking about his question and about the genre of the academic blog. I think this type of open blog would benefit the academy. Challenging the Presentation Paradigm: Publishing Scholarly Presentations.

[This is a guest post by Amanda French (@amandafrench), THATCamp Coordinator at George Mason University's Center for History and New Media.

Challenging the Presentation Paradigm: Publishing Scholarly Presentations

You can read more about her (and by her) at AmandaFrench.net.] For my day job, I support and promote a well-known unconference at which presentations with or without slides are frankly not allowed. At THATCamp (The Humanities And Technology Camp) sessions involve group discussion or group work, period, fini: We’re not here to read or be read to, as Tom Scheinfeldt notably wrote in his “THATCamp Ground Rules.” Nevertheless, I’m by no means anti-presentation. Presentations have their place, and I personally enjoy listening to a good lecture. Or of course when, you know, they suck. One important thing to realize about presentations these days, though, is that their potential audience is, well, everyone.

Here’s the short version in the dreaded bullet points of how to create a scholarly presentation that is both personable and publishable: Write your talk. Professors, Start Your Blogs. With a new school year about to begin, I want to reach out to other professors (and professors-to-be, i.e., graduate students) to try to convince more of them to start their own blogs.

Professors, Start Your Blogs

It’s the perfect time to start a blog, and many of the reasons academics state for not having a blog are, I believe, either red herrings or just plain false. So first, let me counter some biases and concerns I hear from a lot of my peers (and others in the ivory tower) when the word “blog” is mentioned. Despite the fact that tens of millions of people now have blogs, the genre is still considered by many—especially those in academia—to be the realm of self-involved, insecure, oversexed teens and twentysomethings. To be sure, there are plenty of blogs that trace the histrionics of adolescence and its long, tortured aftermath. And there’s no denying that other blogs cover such fascinating, navel-gazing topics as one man’s love of his breakfast (preferably eggs Benedict, if you must know).

Leave the Blogging to Us. Professors, Start Your Blogs. Blogging scientifique : la critique argumentée. Blogging scientifique : la critique argumentée.