Identity is a central task that begins in infancy and ends with the culmination of one's life. Its role in adolescent development has been particularly important as youth come to know and define themselves in ways that were not possible during their childhood (Calvert, 2002). More specifically, the ability to reflect on one's own thoughts, and hence on one's self, adds a new dimension to self-discovery, particularly of one's sexual identity. As adolescents seek to define who they are at the beginning of the 21st century, their forums for self-discovery have expanded. One place that adolescents now spend a considerable amount of time is in online settings, and these online venues, such as multi-user domains (MUDs), have been linked to identity exploration (Turkle, 1995). One of the newest venues for exploration is the weblog, a reversed chronological online journal, which is used in a variety of ways, but often as a personal journal or ongoing commentary about oneself (Herring, Scheidt, Bonus, & Wright, 2004a; Huffaker, 2004a). The purpose the thesis author sets for himself is to examine how adolescents use weblogs to explore their identity. In particular, he examines the language and emotional codes that adolescents use to express themselves in weblogs. Weblogs are an easy-to-use and accessible Internet application for online teenagers. Blogs are used as extensions of real-world identities, as a means of exhibition, or possibly, as a way to share and connect with the community around a teenager. Because blogs are easy to use, free to the public, and encourage self-expression and self-presentation, their application in educational environments is worth considering. Blogs enhearten authors and empower voices. They make an excellent venue for developmental growth, exploration and expression of identity, and allow youth to build a relationship with the community around them.

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