Volume 11, Issue 1
  • ISSN: 1753-5190
  • E-ISSN: 1753-5204



The learning process involves contextualizing new knowledge with prior experiences and beliefs. In the scientific discipline, the focus of learning is geared towards learning how to science, but there are significant barriers to learning, including jargonized terminology and excessive use of acronyms. Scientific discoveries are made by experimentation, but science as a discipline progresses through a series of ongoing conversations. Blogging provides a platform that widens access to these conversations by communicating science in a style of writing that sits the formal and informal. Regenring scientific writing as a blog can enhance student learning by breaking down the barriers to learning posed by ‘intellectually inaccessible’ information. Here, I describe an experimental approach to teaching cancer biology by regenring a classic review article in the field as a series of blog pieces, using everyday metaphors and analogies to describe the characteristics and behaviour of cancer cells. Other aspects of discipline, identity, ‘voice’ and communities of practice are also considered. Until such time as blogging is recognized as a valid academic output, however, it will remain firmly .


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