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Academic journaling typically takes the form of dialogue or reflective narrative. Reflective journaling requires students to reflect on course information and their perceptions of the information, critically analyze information, and/or share how practical or field experiences relate to course information or life applications. Proponents of academic journaling believe that it is a non-traditional way for students to ground their personal experiences such as those in field or practicum experiences into course information, allows students to improve their writing skills, and promotes critical thinking for students (O'Connell & Dyment, 2006). Current research by Dunlap (2006) also supports guided reflective journaling as a means to recognize students' changing perceptions as information is learned. The specific nature of journaling assignments varies, depending on the academic setting. Journaling can be unstructured, allowing students to reflect on self-identified information from a course or experience. Conversely, journaling may be very structured with the instructor identifying specific topics and objectives related to students' journals. Regardless of the style of journaling, the primary aim is to have students contemplate and integrate information from courses to real-life experiences, promote critical thinking, and communicate their perceptions/experiences in a written manner.