Blogging and online book clubs: What happens when preservice teachers engage in digital reading and writing?

Abstract

This study explored perceptions of the digital experiences of 18 preservice teachers before and after participation in blogging paired with online book clubs. The purpose of the research was to identify participants' reading habits and online practices, examine their perceptions of blogging as an instructional tool when coupled with online book clubs, and ascertain if or how they intend to incorporate this digital pairing into their future educational practice. A 15-question Likert-scale survey was administered to participants, six-member online book clubs were formed, and blogs were created and used by participants to engage in online dialogue over the course of four weeks. Participants again responded to the survey and also provided reflective responses. Findings revealed positive aspects and challenges related to participants' experience. Though this study was narrow in scope and results were limited, it provides a foundation and rationale for future research in an area that is still emerging.