Response to Chapter 2: Fostering Choice and Inquiry Through RSS, Social Bookmarking, and Blogging

          I really enjoyed Chapter 2 of Troy Hicks' The Digital Writing Workshop.  I thought that a lot of great ideas were presented.  Hicks begins the chapter by talking about the idea of writer's notebooks.  He says, "Students keep writer's notebooks, in which they can compose questions and explore their passions, the idea of inquiry and choice- a defining element of the writing workshop approach- allows students to pick topics, explore genres and styles, develop pieces...it permeates the very essence of the workshop" (15).  I completely agree.  The writing process is developed through someone's ideas and passions, and creating something in which they can express themselves is a great way to create good writing.
         I liked a lot of the ideas that were mentioned in the chapter, but one of my favorites was blogging.  I think that blogging is a great way to get students responding to one another, and I believe it's a great way for students who are more shy to express their ideas.  Hicks recommends using blogging in the way that it is intended, and not as a response to a teacher's discussion question.  "Teachers could invite students to use a blog to post comments on a teacher-initiated discussion.  Yet, this would not be new, as it is simply using a traditional pedagogy with a new technology.  Instead, if students used blogging in the ways that bloggers do- to reflect on their own ideas...this would make the process new" (16).  I completely agree.  It would be nice to have students lead discussions, or use the blogs to reflect on the lesson for the day, and comment on their peers responses.  I think that there is so much that can be done with blogging.
          I also liked the idea that they brought up about Google Docs.  Having students create a group and post their research that they can all access is a great idea.  Students can build off of one another's research and ideas, truly collaborating.  Students would be able to revise eachothers work, making their pieces original and something that everyone has contributed to.  We want students to "produce their own texts and not just become consumers of information" (17).  Overall I was pleased with this chapter and hope to implement these ideas and practices in my classroom. 

-Megan Nier