This paper reviews academic blogging as a practice that facilitates teaching and learning and as research that challenges traditional notions of evidence-based scholarly output. In education, some assert that evidence can never be divorced from practice. Traditional means of disseminating evidence-based research involve the scholarly journal article to inform teaching/learning practice. Yet, scholars write little, comparatively, on practice-based evidence where practice and research inform each other. Although viewed as a less traditional academic process/product, academic blogging is in use increasingly as both a collaborative teaching/learning practice and research activity. In this paper, we ask how academic blogging contributes to a relationship between research/evidence and teaching/learning practice. We conduct a qualitative review of academic blogging literature, including reflective, practice-based studies, using a thematic, textual analysis. Four themes emerged, related to teaching/learning and research: connections and identity, collaboration, scholarship, and immediacy and engagement. We conclude that academic blogging can facilitate engagement between teaching/learning practice and research.