Faculty Voices: How Social Annotation is Changing the Way We Teach
Instructors across disciplines are asking the same questions:
How do I get students to actually read? How do I foster real dialogue? How do I promote original thinking in the age of AI?
For many faculty, the answer has been simple: social annotation.
At institutions across the country, professors are using Hypothesis to turn reading into an active, collaborative, and deeply engaging part of the course experience. Here’s how it’s transforming teaching—from the voices of educators themselves.
Getting Students to Actually Read
Before Hypothesis, many faculty relied on self-reported reading or discussion boards that often missed the mark. Annotation changed that.
“When I ask students if they read, they say yes. But when I ask if they annotate, they say no. Hypothesis helps bridge that gap.”
—Kristin Janka, Indiana University Bloomington“I saw increased engagement from the very first week. They were in there, reading, commenting, even debating.”
—Marilee Madera, West Liberty University
Simplifying Grading, Elevating Thought
Faculty use Hypothesis to grade for completion or participation—while still seeing high-quality student thinking in return.
“I assign 10 original annotations and 5 responses. It’s a participation grade—but the quality of thinking is often higher than in formal assignments.”
—Marilee Madera, West Liberty University“The bar for grading is simple, but what I get back is often much more thoughtful than expected.”
—Instructor, Contra Costa Community College District
Collaboration That Feels Natural
Annotation invites students to respond to one another in real time—right in the margins of assigned readings.
“Hypothesis helps us connect without relying on clunky discussion boards. Students are reacting in real time, in context.”
—Elisabeth Miller, UC Santa Cruz“Students will engage more deeply when they feel seen—and annotation makes their thinking visible.”
—Ann David, University of the Incarnate Word
Combating AI with Authentic Work
In an era where students can generate text with a prompt, faculty are turning to annotation as a safeguard for authentic learning.
“You can’t really ‘AI’ your way through an annotation assignment. The work is too specific, too contextual.”
—Jaclyn Miller, South Texas College“It’s easy to spot original thought in annotation. I trust it more than I do a generic discussion post.”
—Ann David, University of the Incarnate Word
Easy to Adopt, Easy to Scale
Whether starting with a single course or expanding across departments, faculty find Hypothesis intuitive—and contagious.
“It was up and running in 15 minutes. Faculty were using it the same day.”
—Marilee Madera, West Liberty University“Once one faculty member sees how it works, others want in. It spreads through word of mouth.”
—Kristin Janka, Indiana University Bloomington
Teaching That Grows With You
Social annotation is more than a feature—it’s a pedagogical shift. When students annotate, they’re not just reading. They’re analyzing, reflecting, responding, and learning from each other. Faculty who adopt Hypothesis often find it becomes an indispensable part of their teaching toolkit.
Ready to make reading active at your institution?
Book a quick demo to see how Hypothesis can support your teaching goals.