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      Academic blogging: academic practice and academic identity

      London Review of Education

      IOE Press

      BLOGGING, WRITING, ACADEMIC PRACTICE, SCHOLARLY TEXTS, IDENTITY, ACADEMIC LITERACIES

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          Abstract

          This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice and its contribution to academic identity. It argues that blogging offers the potential of a new genre of accessible academic production which could contribute to the creation of a new twenty-first century academic identity with more involvement as a public intellectual.

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          Most cited references 7

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          An empirically grounded framework to guide blogging in higher education

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            Blogging: self presentation and privacy

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              Options of identity in academic writing

               K Hyland (2002)
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                Author and article information

                Journal
                10430
                London Review of Education
                IOE Press
                1474-8460
                01 February 2010
                : 8
                : 1
                : 75-84
                Article
                1474-8460(20100201)8:1L.75;1- s8.phd /ioep/clre/2010/00000008/00000001/art00008
                10.1080/14748460903557803
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                London Review of Education
                Volume 8, Issue 1

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