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"Removing content from Google or another search engine would still leave the original content that exists on the Web," says a Google spokesman.

the webmaster of the page or the Internet hosting companies or ISPs hosting the content to find out their content removal policies."

We can decide what we want to read or what we do not want to read. We are big kids, right?

Seriously, twitter is not OURS. If people want twitter to act and be used a certain way, it’s time to step up and create/find a service that allows this. For the record, I feel the same about blogging. Prescriptions for use bog us down and stifle creativity and innovation. But what do I know, I’m just a part-time teacher

I really enjoy my Twitter relationships

his post was about what I considered to be the abuse of Twitter by certain individuals, and the second grade playground mentality of who follows who, and who is in this group, who is in that group, etc. Because you know what, its there. It is, and its not pretty.

As far as the ego thing goes who cares. Your blog's this mine is that. Whoopdy do! If you're learning and growing your PLN that is what counts.

Charlie A. Roy said.

I feel similar frustration. If the point is about learning than reading and commenting is a great way to add to our own creative potential.

Tennessee

Great response to a burning question/statement that most of us (well probably all of us)feel at one time or another.

Many of the people that I have learned the most from are not the ones involved in the "cocktail party" but rather those in the trenches doing what I love to do each and every day, just like you!

agree that developing a readership takes time.

Carolyn Foote

Scott McLeod

Re: the depressing aspects of 'comment intensity,' I actually meant it to be an affirming post rather than a depressing one

I think that the comment intensity idea is important in this respect: I often see laments from bloggers that they don't get many comments on their posts. What the table above shows is that even those of us who are fortunate enough to have large readerships often don't get many comments. My personal median over the past 20 posts, even WITH the big spike of 89, is still only 2.5. Ewan, your blog and Vicki Davis' are similar. The point is that many, many posts don't get a lot of comments, even those by the more widely read bloggers.

tom said...

Thanks for bringing this up. This has been an issue for me personally as well. OK, so nobody's IN, but the (pseudo?) community nature of blogging makes it feel that way.

But, like other artists, we have to work a little every day whether we feel like it or not, and whether we get validation that day or not.

I think many of us are working at blogging because there's an element of self improvement, which implies self evaluation. Without feedback from others it's easy to be hard on ourselves.

Christopher D. Sessums

For me, the conversation is hardly closed; it is simply a matter of having something to say, something to share.The emotional commitment is another aspect of the conversation that is easily glossed over.

MIke Sansone

I've found (both with myself and those educators I've worked with in their blogging starts) that the edublogosphere is open and welcoming -- but as we engage in any cultural group (even offline), patience really is a key.Still, we sometimes measure our success by the interaction from those we look up to (esp. teachers - many of whom were probably the best students in their class, yes?)

Sometimes we don't see the comments -- because the talk happens offline.

Britt

I get very few comments on my blog but see through the clustermaps that I have readers each and every day, so continue to feel that the blog is benefiting me through reflection and may even be benefiting others as well.

atruger

I NEVER get to share tools I discover because someone ALWAYS beats me to the punch...but I am ok with that.

I truly connect with what you write even though I am one of "those" people who reads but rarely comments. YOU do make a difference and so do I!

Bego said...

the whole cocktail party analogy is just a grown up version of the kickball line-up in elementary school.

In the blog world, change is effected by good content, and while good content isn't always noticed at first, it does eventually get a respectable position--sometimes because the cocktail group points them out.

How could I think to be in the same boat as John Scalzi who started in 1998 if I've only been blogging since 2007?

I found your blog, Vicki, because a project you do for Atomic Learning mentioned you, and your name is on the movies they use.

jeanette tranberg

2005 - you were the only ones out there to follow

Oh yes, I have felt the cocktail chill at times. I'm a norwegian edublogger, that have been following your brunks (blogdrunks) for a while. To start with - in

Wes told me once I twittered, that nobody should twitter alone and I could not agree more - so I don't.

So, from the outer side looking in: Anybody stopping by in Second Life tonight (which is today for you) for a virtual edu cocktail?I'm aka Kita Coage at Eduisland II, waiting to cocktail connect with you c",)

Paul Hamilton

For most of us, blogging is very much a personal venture.

I suspect that we all have a deep desire to be heard and to be accepted. The longer I'm involved in the edublogosphere, however, the more impressed and encouraged I am by the level of acceptance that there is here. It is a good thing that we don't always agree with each other. Disagreement is often at the heart of constructive conversation

At the same time, we are no different than the kids in our classrooms. We educators need to know that we will be accepted, no matter what we have to say and no matter how well we are able to express it. I think we help to make the edublogosphere a "safe place" for each other as we try to keep it positive and as we take advantage of the numerous opportunities to be affirming.

Jim Dornberg said.

I don't at all feel excluded from the blog "cocktail party", because just like a real cocktail party, I am drawn to the people who have something important, and engaging to say and I am content to listen and learn from them. I have seen a few of the "big names" at conferences, and even met a few of them in person. I have emailed several of them and others, or left an occasional comment, and I have been very pleasantly surprised at the thoughtful responses I have received.

I read many blogs, but comment rarely, and I suspect that those who read my blog do the same. So I don't feel at all excluded. I'm just happy to occasionally be part of the conversation.

Alfred Thompson

When I was at EduBloggerCon last spring I felt quite the outsider. There were famous people there and I was unknown. I still feel that way in the broad edublogsphere. But honestly the broad sphere is not who I am blogging for. I blog for a niche - computer science teachers. The event for that niche is SIGCSE and there I (blush) feel a bit like a star. Few of the people there know the edubloggers with much larger readership or Technorati ranks. And really reaching the CS teachers is my goal not reaching everyone who teaches general subjects.

There is, I believe, room for more at the top if only because the number of teachers reading blogs is still very small but we all hope it is growing. We are still at the ground floor. That makes edublogging different from tech blogging I think.

Jason Bengs

I think we need to all remember our focus for blogging. Mine is for reflection. I use my blog as a tool to improve my teaching. If others start to read and can learn from it, great. To my knowledge I am the only one seeing my blog right now. Which is fine with me. I don't think blogging should be a popularity contest and having a large number of readers is great, it must mean that you, and others, have something to offer that others want to emulate.

prof v said

I think you could have added three additional points. First, a suggestion on how to increase readership. I think new bloggers (myself included) are still trying to figure out how to make the connections that allow for conversations within blogs. I go back to your list of 10 tips for successful blogging, and still find things I never noticed before

would love to see an updated list that perhaps would include how to make sure your blog is part of an RSS feed and how to set up subscriptions for potential readers to make it easy for them to subscribe to your blog.

I think even you have realized that it is more difficult to break into the edublogger field as there is now so many new bloggers (just in the last two years).

Finally, I am surprised that you did not point out how you have helped new bloggers by both asking for new voices and then publishing them in your own blog. I think this is an indication that you are trying to open up the "party".

Dean Shareski

Isn't the whole point of web 2.0 is that it exudes democracy and equality? Those that get all concerned about rankings and ratings are, as you've suggested missing the point.

We often quickly want to find ways of ranking. Reminds me of the evils of current assessment practices. We tell kids to do their best and work on improving performance and yet continue to use ranking systems that is clearly a mixed message.

Anonymous said.

I'm new to this world as of Monday...yes, 4 days of immersing myself in as much ed. tech, web 2.0, online collaboration "stuff" that I can. (thanks to Lisa Thumman at Rutgers U.) Cocktail party or not, your blog and the comments people have left have increased my list of people to follow. Even a discussion about "being on the outside" has led me to the "inside". I'm thrilled to be in the company of such great minds and promise to start contributing once I wrap my brain around it all! Thanks to everyone for sharing! cmtvarok

Mrs. V.

thanks for coaxing me out of my blogger drought!

Vicki A. Davis

I believe that this "post" has been made stronger by the comments, which have added to the post greater depth of meaning.

All over this conversation I see the change in society. We are all going through the emotions of becoming accustomed to something new... kind of like I first experienced when the Internet first came out.

And while, when I began blogging, I didn't really set my sights or aim for a large readership... now that it is here, I will seriously consider and appreciate each individual reader and take my job seriously

@tennessee -- Those in the trenches are my most important reads... I just wish there were more of us. It seems as if many teachers view blogging as a way out of the classroom when they should see it as a way to improve the classroom!

@scottmcleod - I believe the comment intensity is highly correlated to controversiality AND immediacy. If a lot of people SAW someone recently, they want to interact and comment (immediacy.) If someone says something very emotional or controversial, people want to comment and interact (controversiality.) While I guess looking at these stats are fine, I've found in my very short time blogging that looking too much at numbers of any kind removes my focus from what is important. When I focus intently on conversation, my blog traffic and numbers just grow. I always say "whatever is watered, grows." If I water my investigation of stats, I become a good statistician... if I water my blog but also commenting and participating in the blogosphere as a WHOLE, I become a good blogger. I'd rather be the latter. And while the post was meant to be encouraging... I have to admit I'm a competitive perfectionist and always have to reign in that aspect of my nature.

@christophersessums - I think the emotional nature of something is like the proverbial elephant in the Net -- it is there. It always stuns me the number of people who discuss their feelings on this when it comes up... it means that many of us are experiencing the same thing.

A study last year found teens are placing more of an emphasis on image and fame than in the past. Jean Twenge, a psychology professor at San Diego State University who studies young people's trends, found that teens are more confident and assertive than ever before.

Since the aim is not "covering the ground," but knowledge of social processes used to secure social results, no attempt is made to go over the entire history, in chronological order, of America

His experiments are modes of active doing—almost as much so as his play and games. Later he tries to find out how various materials or agencies are manipulated in order to give certain results. It is thus clearly distinguished from experimentation in the scientific sense—such as is appropriate to the secondary period —where the aim is the discovery of facts and verification of principles.

means to ends

These subjects are social in a double sense. They represent the tools which society has evolved in the past as the instruments of its intellectual pursuits. They represent the keys which will unlock to the child the wealth of social capital which lies beyond the possible range of his limited individual experience. While these two points of view must always give these arts a highly important place in education, they also make it necessary that certain conditions should be observed in their introduction and use. In a wholesale and direct application of the studies no account is taken of these conditions. The chief problem at present relating to the three R's is recognition of these conditions and the adaptation of work to them.

1) The need that the child shall have in his own personal (105) and vital experience a varied background of contact and acquaintance with realities, social and physical. This is necessary to prevent symbols from becoming a purely second-hand and conventional substitute for reality.

The need that the more ordinary, direct, and personal experience of the child shall furnish problems, motives, and interests that necessitate recourse to books for their solution, satisfaction, and pursuit. Otherwise, the child approaches the book without intellectual hunger, without alertness, without a questioning attitude, and the result is the one so deplorably common: such abject dependence upon books as weakens and cripples vigor of thought and inquiry, combined with reading for mere random stimulation of fancy, emotional indulgence, and flight from the world of reality into a make-belief land.

The final use of the symbols, whether in reading, calculation, or composition, is more intelligent, less mechanical; more active, less passively receptive; more an increase of power, less a mere mode of enjoyment.

third period of elementary education

the second period