Sharon Stoerger, a PhD student at the School of Library and Information Science, Indiana University has come up with an annotated bibliography about educational blogging (via Educause):

Blogs, by their very nature, support the development of reflective learning skills, foster collaboration, and encourage students to take ownership of their learning. As educators, like Will Richardson and Pam Pritchard, experiment with the technology, the number of innovative applications for teaching and learning will increase (Richardson, 2004). If done correctly, edublogging appears to have the potential to lead to generalizable knowledge by providing opportunities for faculty coaching, student collaboration, and self-reflection (Brown, Collins, & Duguid, 1989). The hope is that edublogging will empower students to assess their own understanding and extend their learning beyond the walls of the classroom.

This annotated bibliography is by no means an exhaustive resource. It is, however, an attempt to pull together and examine a corpus of the available literature on the topic of edublogging. Articles that concentrated solely on blogging technologies or that did not consist of substantial information about the concept of edublogging were not included. The articles that are summarized below examine a wide variety of topics including the following: the use of blogs in an educational setting, reactions to the technology by teachers, students, and administrators, issues and concerns surrounding the use of this type of tool, and the potential transformations edublogging may have on student learning.

Do take a look if you are interested in reading more about how academics and educators are using blogs for teaching and learning.