blogademy
Liz Lawley's got a nice post from a couple of days ago, in response to full-time academics asking her "how/why I started blogging."
Nice, because it details a number of the reasons why academics (particularly in rhetoric/writing studies) should be both paying more attention to weblogs and trying them out. Among them is the feedback looping that weblogs allow--we tend to portray our scholarly activity (publications) as participation in a conversation, but that's only true if it's the slooooooooowest conversation ever imagined. Even if I only occasionally participate in the conversations that animate the blogosphere, paying attention to them has gradually eaten away at the time that I spend on listservs, and reading journals, for that matter. There's a lot of energy to weblogs, and Liz captures that sense well, I think.
The invisible college that she talks about, too, strikes me as one of the ways that weblogs might transform the academy for the better. Reminds me some of what Alex Halavais had to say a few weeks back re accidental and intentional communities. I've been struck more and more in the past year by how accidental I feel in the context of my own discipline sometimes--does that mean that I've been seeking out weblogs to block out that accidental feeling, or has seeking them out led to that feeling when I turn my focus back to my more immediate colleagues?
Hmm. I think the answer's yes.