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This changed, however, for two reasons. The first was signing up for Twitter in early 2007 and starting to use it to interact with educators worldwide. At first these were mainly people in what was then termed the ‘edublogosphere’, a relatively small world where it was possible for everyone to keep up with each other’s blog posts. I have made connections using this social media platform about which I could write another thesis. The second was my decision at the beginning of 2008 to consolidate the various blogs I kept up in one place at http://dougbelshaw.com/blog.
I blogged about my consideration of various research methodologies60 to a readership who were used to me discussing either teaching, my family, or educational technology. By the time I re-submitted my thesis proposal I had slightly shifted my focus to ‘What does it mean to be digitally literate?’ I posted the fact that it had been successful along with the full text on my blog.61 Although I still received no comments on the blog post, I do remember engaging in conversations about it on Twitter. Unfortunately, in 2011, such conversations are now difficult to access.
Convinced that badging my posts as ‘doctoral level’ and ‘academic’ was putting people of commentingI attempted to gain feedback by making them a little more accessible and intriguing. This was successful in encouraging people to comment. One of the first of these, ‘Buddha knows best, or why ‘digital literacy’ is so hard to pin down’62 led to comments from educators in the USA, Canada, and Singapore:
These comments, longer and more considered than the 140 character interactions on Twitter, forced me to reflect on what I was doing and how my thesis would affect educational practice.
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