• a [[panel]]
  • [[i annotate 2021]]
  • [[slides]] https://drive.google.com/file/d/1EqIyenQPzfm_NMcJ63w6_TCeAXg5EG3f/view?usp=sharing
  • [[nate angell]] introducing
  • [[mary klann]] with
    • [[jenae cohn]] [[cherise mcbride]] [[paul schacht]]
    • ten minutes per presenter

[[jenae cohn]]

• from [[california state university]]
  • [[twitter]] https://twitter.com/jenae_cohn
  • [[slides]] https://drive.google.com/file/d/1EqIyenQPzfm_NMcJ63w6_TCeAXg5EG3f/view

"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]]

• [[digital literacy researcher]] [[california state university berkeley]]

"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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• [[push]] [[marginal syllabus]]
  • [[go]] https://margynalsyllab.us
  • [[hypothes.is]] [[national writing project]] [[ncte]]

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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Risks:

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Collegiality:

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(Missed some slides here due to technical problems.)

[[paul schacht]]

• at [[suny geneseo]]
• [[annotating deliberately]]: [[lessons from readers’ annotation of thoreau]]
  • [[twitter]] https://twitter.com/whatthedickens

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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[[prompts]]

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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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• [[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]]
  • https://crowdlaaers.org/
• [[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
  • [[flancian]]
    • 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]]