As I have taught blogging to students over several years, I've noted that the best academic blogging happens in three distinct phases. This post is written for those who are in phase one of academic blogging and preparing to take it to the next level.
While I am describing the blogging of undergraduates in literature, I believe these phases to be just as relevant for students in general and for scholars of all disciplines. (See, for example, how Jessie Daniels describes going from a tweet, to a blog, to a published scholarly article).
Elsewhere I have written on using Twitter for academic research. While I am not focusing in this post on such microblogging services as Twitter and Google+, they are a significant means for finding and testing ideas and can greatly complement academic blogging.
Blogging doesn't automagically result in anything. It requires thought and discipline to lead to something worthwhile academically. It can. Here's how.