A growing number of researchers claim that web-based communication tools, such as weblogs (blogs for short), have the potential to transform teaching and learning in schools across grade levels. Yet, much of this research lacks evidence of what instructors and students are actually doing with the technology, including the circumstances under which the learning occurs and what supports and/or constrains the process. This ethnographically grounded discourse analysis of an undergraduate Black Studies course examines what counts as blogging in the course and how students engage in blogging over the academic quarter. Blogging enabled one section group to develop as a community of practice, as their blogging posts and comments evolved into much more creative and thoughtful responses. In another section, a subgroup was constructed based on prior historical and social relationships; these students blogged only among themselves and therefore were sheltered from the peer assessment of others who were from other academic departments. Although different members of the class, as part of different section groups, developed various norms and expectations for blogging as cultural practices, all students showed some evidence of meeting the course learning goals/objectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]