The Chronicle of Higher Education recently published an article entitled “The Fall, and Rise, of Reading” arguing, in part, that digital annotation can restore discipline to college students’ reading habits (annotate it with us at that Hypothesis-enabled link). While we agree, at Hypothesis we are less concerned with whether students have read — reading compliance — than in how they read, with how their reading and annotating practices inform other skills like critical thinking and writing.
Last fall, we shared a research project on the impact of Hypothesis annotation in teaching reading and writing. That group has since conducted their research, presented at the Conference on College Composition and Communication, and is in the process of writing up their findings and conclusions for publication. Since then we’ve learned about or been involved with several other research projects looking at the role of annotation in the teaching of composition and literature.
Watch the recording of the webinar we held on Thursday 9 May 2019 that brought together scholars to discuss current and future research about how annotation is being used in the English and composition disciplines, and what research shows — or could show — about the impact digital, collaborative annotation can have on student success. You can also download slides from the presentation.
Hosted by Hypothesis Director of Education Jeremy Dean, you will hear from multiple scholars about their research and outcomes:
- Alan Reid, Assistant Professor, English, Coastal Carolina University
- Julie Sievers, Director of Teaching, Learning, and Scholarship, Southwestern University
- Michelle Sprouse, English and Education PhD Candidate, University of Michigan
- Noel Brathwaite, Assistant Professor of English, SUNY Farmingdale
Don’t miss the end of the webinar where presenters and attendees discuss questions and future research directions together.
Links shared by presenters and participants, roughly in the order shared during the webinar, as well as a few other useful links related to the webinar topic.
- Blog on Noel’s research group
- Marginalia in Modern Learning Contexts, edited by Alan Reid
- Annotate Your Syllabus 2.0, blog post by Remi Kalir
- The American YAWP, A Massively Collaborative Open U.S. History Textbook
- CROWDLAAERS, Capturing and Reporting Open Web Data for Learning Analytics, Annotation, and Education Researchers
- The stream of public Hypothesis annotations
- Julie Siever’s presentation document: “Writing between the Lines: Teaching Digital Reading with Social Annotation in an Introductory Literature Course”
- Status as a Service (StaaS), a blog post by Eugene Wei
- Slides presented in this webinar
- I Annotate 2019
- Annotations on the Autobiography of Benjamin Franklin
- Hypothesis Annotation for education webpage
- Hypothesis LMS app pilot program
- Contact Jeremy Dean, Hypothesis Director of Education
- Hypothesis Quick Start Guide for individuals
AnnotatED webinars and events
See our schedule of upcoming AnnotatED webinars and other events and visit the archives to view recordings and slides for past events in our continuing series on topics of interest to the education community.
Hypothesis is a mission-driven organization dedicated to the development and spread of open, standards-based annotation technologies and practices that enable anyone to annotate anywhere, helping humans reason more effectively together through a shared, collaborative discussion layer over all knowledge. Hypothesis is based in San Francisco, CA, USA, with a worldwide team.
Hypothesis has developed its open-source annotation software in collaboration with many partners and funders, including specific projects to augment groups and authentication capabilities with eLife, to enable annotation on EPUBs with NYU, the Readium Foundation, Evident Point, and EPUB.js, and many others. We thank our funders, partners and community for working with us to advance standards-based, interoperable annotation for all.