IJLM FORMULATIONS & FINDINGS Teaching with Blogs: A Case Study of Technologically Mediated Literacy Abstract The mismatch between the print-based literacy focus of most classrooms and the lived electron- ic lives of teenagers prompted our case study of educational blogging. We conducted classroom observations in an eighth- and a ninth-grade English class over a two-month period and con- ducted thematic analyses of blogs created by the teacher and 28 eighth-grade students. We observed that the students were engaged in their class and eager to read and write online and to collaborate with their peers. They demonstrated hybrid literacies that met academic, social, and personal goals. We found that digital literacy as taught in this class comprised three aspects. First was proficiency in decoding and comprehending the symbols of print text (reading), as well as en- coding (writing) these symbols and integrating them digitally with other expressive modes, such as images. Second was technological proficiency in the use of digital media, or digital fluency. Third was dynamic engagement in the interac- tive construction of meaning in a socially appro- priate way. We propose that these aspects may serve to guide teachers in implementing digital literacy pedagogy. Lapadat, Brown, Thielmann, and McGregor / Teaching with Blogs 63 Visit IJLM.net doi:10.1162/ijlm_a_00049 © 2011 Massachusetts Institute of Technology Published under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported license Volume 2, Number 2–3 Judith C. Lapadat School of Education, University of Northern British Columbia lapadat@unbc.ca Willow I. Brown School of Education, University of Northern British Columbia brown@unbc.ca Glen Thielmann School District no. 57, Prince George, BC gthielmann@sd57.bc.ca Catherine E. McGregor Faculty of Education, University of Victoria cmcgreg@uvic.ca Keywords digital literacy blogs multimodal literacy pedagogy