The activity of redirecting students' attention from traditional media to the possibility of exploring the world outside of print forms has always been daunting and challenging for teachers. Because the teaching of language and literature is intractably connected with human communication, incorporating blogs alongside traditional literary forms becomes an empowering activity that challenges the students' thoughts as well as the teachers' pedagogical approaches. Teachers, however, may struggle with the questions of whether blogging is indeed an educational forum, whether blogs are sources of reliable information, or whether blogs can be taken seriously as literary and/or journalistic projects. Evaluating the reliability of blogs allows teachers to choose useful material for their students, and to help guide the students through the complex process of navigating Internet sources. Both teachers and students must know how to find quality web material and use it appropriately, because anyone can publish anything on the Internet. Because blogs, in general, are not monitored, edited, or peer-reviewed by any authorized body, the only feasible way to ensure that they can stand up to academic scrutiny or be considered authentic is to determine whether they have been published or translated (see Alexander and Tate 2010; Burkhardt, MacDonald, and Rathemacher 2010). What makes these blogs worth exploring is the embedded human factor with which students identify and engage. Knowledge becomes more animated and self-produced, which helps modify our conceptual tools inside the classroom and reshape our pedagogical thinking. As Richardson (2009, 30) states, "If we continue to simply pass paper back and forth in our classrooms, we are not preparing students for the world they are entering."