- a panel
- from california state university
"but what do I do with a reading?"
digital reading: 5 ways of engagement
"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."
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."
"making things visible: annotation and digital pedagogy"
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."
(Missed some slides here due to technical problems.)
- at suny geneseo
- annotating deliberately: lessons from readers' annotation of thoreau
Ways of annotating: explicate contextualize argue converse connect message opine.
Site was preseeded with annotated Walden:
Harding is interested in historical time, sees in numbers. More in the concrete than the abstract.
Debra's comment expresses a knowledge emotion plus says what's interesting about it, yet doesn't feel like a forced explanation:
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."
(great conversation in the panel and in the chat)
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?
- private tool / LMS (sp?)
- note there is implications for handling some of the PII
- advantages to do this behind a login wall (so in a silo?)
- 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)
- 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
- nate angell frankenbook
jenae cohn importance of students truly owning their annotations and notes
- learn tools, both supported by the institution and personal
- cherise mcbride crowdlaaers
- jenae cohn
@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
paul schacht audrey waters's piece objecting on the fact that people were writing hypothes.is comments on their blog
- disabled her comments because of abuse
- then people started leaving hypothes.is annotations, she was displeased with that
- chris aldrich https://indieweb.org/annotation#Criticism
- IMHO because there's no one size fits all, this implies that the moderation layer should be separate from the data/interlay layer
- essentially communities should run their own moderation layer
- as a commons