[[jenae cohn]]

"but what do I do with a reading?"

[[digital reading]]: 5 ways of engagement

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"when you are sewing, you usually follow a [[pattern]]. if you are more of an expert like a [[project runway]] contestant, you use patterns to guide you. social annotation provides scaffolding to engage with digital text."

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[[digital literacy]] development in three parts by [[coiro 2015]]:

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The most advanced users have "a self-directed confidence in transforming strategies used in more familiar contexts into new strategies that are more useful in less familiar literacy contexts."

Creation-driven prompts.

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[[cherise mcbride]]

"making things visible: annotation and digital pedagogy"

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It's an opportunity to have a conversation. It carries some [[risks]]. Social annotation is [[thinking publicly]]. Partnership with [[marginal syllabus]].

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Why to annotate? "It's an [[act of love]] because of one's commitment to stay in relationship with the creator and other readers and observers."

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(Missed some slides here due to technical problems.)

[[paul schacht]]

Ways of annotating: explicate contextualize argue converse connect message opine.

[[William James]]!

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[[gardner campbell]] [[i annotate 2019]] on knowledge emotions: https://www.youtube.com/watch?v=P-uuWcmzpgw (thank you [[nate angell]]!).

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Site was preseeded with annotated Walden:

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[[word cloud]]:

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Harding's verbs:

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Other readers:

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Harding is interested in historical time, sees in numbers. More in the concrete than the abstract.

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Debra's comment expresses a knowledge emotion plus says what's interesting about it, yet doesn't feel like a forced explanation:

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[[chris aldrich]] posted a feed: https://hypothes.is/search?q=%22reminds+me+of%22

[[courtney kleffman]]: "What occurs before and after the annotation moment also drives how students view its purpose within the learning process. I often ask student to engage in metacognitive reflection post social annotation. It's not graded, but leads to something else."

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(great conversation in the panel and in the chat)

[[metacognition]] and [[reflection]].

[[paul schacht]] have them look at other people's annotations. Have students rifle through their own past annotations; marks in their books. Try to characterize the marks that they made; think about what they were trying to accomplish

What's your favourite annotation tool?

  • [[cherise mcbride]]
    • private tool / [[LMS]] (sp?)
  • [[jenae cohn]]
    • note there is implications for handling some of the PII
    • advantages to do this behind a login wall (so in a silo?)
  • [[paul schacht]]
    • [[google docs]] can work
    • whatever platform is being used, the important thing is for students to have control over their comments
      • [[lms]] might support that
      • [[hypothes.is]] supports group-only access
      • there can be some 'showcase' posts, but not shared by default (I missed if this referred to a specific tool)
      • comment
        • comments for [[wordpress]] are attached to paragraphs, not to arbitrary
        • likes both ways for different reasons; sometimes at the paragraph level it can be easy to navigate
        • (I agree)
      • [[students]] have connected with [[scholars]]!
  • [[cherise mcbride]] permission from authors is important

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@Flancian, I see your question in the Q&A and may not have a chance to respond out loud. I'll typically put citation managers, note-taking tools (e.g. Evernote, Notion, OneNote) in the toolkit
citation mangers tend to be Zotero, Mendeley, and, when I've worked at institutions with librarians that support it, RefWorks and EndNote
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