NB: Mike Edwards contributed heavily to these notes. In fact, most of what's here is his work, so I want him to get credit for it.

The CCCC Blogging SIG had a large and productive meeting Thursday night in Chicago. We began by discussing some of the initiatives the SIG had proposed the previous year, including the one-page paper handout guide for teachers new to blogging (which, we might hope, will continue to be revised collaboratively and kept up to date as necessary), as well as thoughts about assessment of weblog writing, outcomes of weblog use in writing courses and professional endeavors, and a possible large multi-institution study investigating the classroom uses of weblogs.

Following the initial discussion, we split up into five small groups focusing on action in specific areas. The groups discussed their areas and reported back when we reconvened. Here are the results of our discussion:

1. Securing grant funding for a large, qualitative multi-institution study on weblogs in writing pedagogy: This group thought it would be most appropriate to start with simply laying out the steps in the grant-writing process. So:
   1. Put out open call for researchers on Kairosnews and other weblogs: have you done classroom- based blog research, and would you be willing to share the results? (This, initially, might likely involve a simple survey with questions about the number of students involved, the longevity of the study, what the classes were (tech comm? FYC? Advanced composition? Literature courses? etc.), and so forth.)
   2. Mine past CCCC programs for presentations on qualitative blog studies to get a sense of what classroom research people have already done on blogs.
   3. Use the information gathered to shape the drafting of possible research questions focused on the consequences of assigning weblog work. (Feedback here with considerations for shaping those questions is welcomed!)
   4. Review grant guidelines again given the information gathered. (CCCC research initiative and the NCTE Citigroup technology grant are possibilities; again, other suggestions are welcomed.)
   5. Compose a budget. (Possible line items include funding for research assistants to code data, consultants with expertise in qualitative research, SPSS software.)
   6. Flesh out the grant proposal, especially with expected outcomes from the study. (One possibility suggested might be an annotated bibliography, in the manner of Bedford, of weblog scholarship.)
2. Assessment and outcomes considerations for weblogs and teaching, possibly including questions of genre (Facebook, MySpace, et cetera). This group analytically framed its approach as a highly specific (and provocative) question: what constitutes an "outcome" for a single blog post? Top-down solutions for constructing outcomes seem problematic, so what happens if we look for a Web 2.0-style bottom-up mode of analysis; using "dynamic criteria mapping" to see how evaluative criteria (as tags) cluster themselves, and possibly setting up a space for that online -- what would that look like? (Well, let's do it and see!)
3. Institutional blogging / social software considerations. Action here seems fairly straightforward: Compose a position statement to push to the resolution committee next year; something that covers comprehensively all these areas we're talking about, partly to help move away from the problems of ad- hocracy.
4. Weblogs and professionalization. Again, fairly straightforward: we need to move the profession towards a space where we're more aware of blogging as professional activity. To what degree can we "get credit" for blogging? And, deriving from that, how can we start thinking about blogging as professionals? (One question that was asked in response: if blogging becomes a professional activity, does it lose some portion of its value as teaching/writing tool?) It might be useful to compile blog posts that illustrate the professional virtues of blogging (viz. Deborah Hawhee's post in order to respond to those frequent doubts and questions about the professional value of blogging. There's a need, as well, to map and illustrate (viz. Clancy's map of p2p review) for our colleagues how academic interaction operates on blogs.
5. Rethinking the design and architecture of weblogs and other social software tools as a necessary component of our discipline, and possibly thinking about weblogs as a "gateway technology." With blogging, there's a need to move beyond composition's ubiquitous pedagogical imperative and ask other questions: perhaps about the pitfalls of institutional support (e.g., those who see it as not "cool" to use university blog spaces because of the perceived lack of "ownership"); about how to aggregate or represent or link to student work (e.g., the question of whether to use a hub or a distributed model; about doing more work with design rather than plugging content into preexisting templates.

So: an ambitious agenda, with lots of stuff to do. The next necessary question would seem to be: are there people who would be willing to shepherd these projects, either individually or collaboratively? Finally, two questions and an announcement:

• Would it perhaps be useful and productive to merge the efforts of the Blogging SIG and the Wiki Rhetoricians SIG -- perhaps into the CCCC Social Software SIG?
• Would a SIG blog be useful? (Consensus: yes.) There seemed to be broad agreement that the easiest solution might be adding a SIG category for posts here at Kairosnews. [Done.--Clancy]
• And now the announcement: During the meeting, Collin proposed that Kairos name the Best Academic Weblog award after John Lovas. We felt that it was the best idea presented the whole night. Mike emailed Doug Eyman, who wholeheartedly agreed. Thanks to everyone for a great meeting.

Cross-posted at CultureCat.

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