Scholarship About Hypothesis
Where, and how, has Hypothesis appeared in peer reviewed scholarship?
This page is a complement to the full AnnotatED bibliography, a public Zotero library which curates scholarship about annotation and learning. The AnnotatED bibliography includes scholarship that is both historic and contemporary, germane to multiple disciplines, and inclusive of any mediating technology. This page — which concerns scholarship expressly about or featuring Hypothesis — is organized into four categories.
- Empirical educational research: Evidence-based studies that feature research questions and/or objectives, and in which Hypothesis is an important feature of the study design, data collection and analysis, findings, and/or research implications.
- Scholarship about the educational affordances of Hypothesis: Scholarship that mentions Hypothesis as an example of the broader “genre” of social annotation and/or describes how Hypothesis may be used in various learning activities and environments.
- Scholarship about the social and scientific affordances of Hypothesis: Scholarship that mentions Hypothesis as an example of annotation technology and/or describes how Hypothesis may be used in various social and scientific domains or practices.
- Blogs by scholars about Hypothesis: Blog posts written by researchers about Hypothesis and related scholarly implications or educational affordances (individual posts may not be peer reviewed).
These broad categories certainly have some fuzzy boundaries; nonetheless, the categories were determined based upon their general utility to various community stakeholders, including educators, researchers, technologists, annotation enthusiasts, and curious readers interested in how Hypothesis has been presented in the scholarly record.
Empirical educational research
Allred, J. (2020). Web Annotation in English Language Arts: Online Dialogue as a Platform to Support Student Comprehension of Texts. Theses and Dissertations. https://scholarworks.uark.edu/etd/3718 Cite
Allred, J., Hochstetler, S., & Goering, C. (2020). “I Love This Insight, Mary Kate!”: Social Annotation Across Two ELA Methods Classes – CITE Journal. Contemporary Issues in Technology and Teacher Education, 20(2). https://citejournal.org/volume-20/issue-2-20/english-language-arts/i-love-this-insight-mary-kate-social-annotation-across-two-ela-methods-classes Cite
Cafferty, P. W. (2022). “I Really Enjoy These Annotations:” Examining Primary Biological Literature Using Collaborative Annotation. CourseSource. https://doi.org/10.24918/cs.2021.40 Cite
Chen, B. (2019). Designing for Networked Collaborative Discourse: An UnLMS Approach. TechTrends, 63(2), 194–201. https://doi.org/10.1007/s11528-018-0284-7 Cite
Goller, C. C., Vandegrift, M., Cross, W., & Smyth, D. S. (2021). Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs †. Journal of Microbiology & Biology Education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2135 Cite
Hollett, T., & Kalir, J. H. (2017). Mapping Playgrids for Learning Across Space, Time, and Scale. TechTrends, 61(3), 236–245. https://doi.org/10.1007/s11528-016-0138-0 Cite
K. L. E, M. (2021). Using an Online Social Annotation Tool in a Content-Based
Instruction (CBI) Classroom. International Journal of TESOL Studies, 3(2), 5–22. https://www.tesolunion.org/journal/details/info/9MTA1cLmNh/Using-an-Online-Social-Annotation-Tool-in-a-Content-Based-Instruction-(CBI)-Classroom Cite
Kalir, J. (Remi). (2020). Designing a Social Learning Analytics Tool for Open Annotation and Collaborative Learning. In Learning analytics in open and distributed learning: Potentials and challenges. Springer. https://doi.org/10.35542/osf.io/63ru8 Cite
Kalir, J. H. (2018). Equity-oriented design in open education. The International Journal of Information and Learning Technology, 35(5), 357–367. https://doi.org/10.1108/IJILT-06-2018-0070 Cite
Kalir, J. H. (2020). Social annotation enabling collaboration for open learning. Distance Education, 41(2), 245–260. https://doi.org/10.1080/01587919.2020.1757413 Cite
Kalir, J. (Remi). (2020). “Annotation is first draft thinking”: Educators’ Marginal Notes as Brave Writing. English Journal, 110(2), 62–68. https://doi.org/10.35542/osf.io/7wnxq Cite
Kalir, J., & Dillon, J. (2019). Educators discussing ethics, equity, and literacy through collaborative annotation. In The ethics of digital literacy: Developing knowledge and skills across grade levels. Rowman & Littlefield. Cite
Kalir, J. H., & Garcia, A. (2019). Civic Writing on Digital Walls. Journal of Literacy Research, 51(4), 420–443. https://doi.org/10.1177/1086296X19877208 Cite
Kalir, J., & Perez, F. (2019). The Marginal Syllabus: Educator learning and web annotation across sociopolitical texts and contexts. In Marginalia in modern learning contexts (pp. 17–58). IGI Global. Cite
Kalir, J., Cantrill, C., Dean, J., & Dillon, J. (2020). Iterating the Marginal Syllabus: Social Reading and Annotation while Social Distancing. Journal of Technology and Teacher Education, 28(2), 463–471. https://www.learntechlib.org/primary/p/216246/ Cite
Kararo, M., & McCartney, M. (2019). Annotated primary scientific literature: A pedagogical tool for undergraduate courses. PLOS Biology, 17(1), e3000103. https://doi.org/10.1371/journal.pbio.3000103 Cite
Kennedy, M. (2016). Open Annotation and Close Reading the Victorian Text: Using Hypothes.is with Students. Journal of Victorian Culture, 21(4), 550–558. https://doi.org/10.1080/13555502.2016.1233905 Cite
McCartney, M., Childers, C., Baiduc, R. R., & Barnicle, K. (2018). Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs. Journal of Microbiology & Biology Education, 19(1). https://doi.org/10.1128/jmbe.v19i1.1439 Cite
Morales, E., Kalir, J. H., Fleerackers, A., & Alperin, J. P. (2022). Using social annotation to construct knowledge with others: A case study across undergraduate courses. F1000Research, 11(235). https://doi.org/10.12688/f1000research.109525.2 Cite
Motz, B. A., Quick, J. D., & Morrone, A. S. (2022). When Online Courses Became the Student Union: Technologies for Peer Interaction and Their Association With Improved Outcomes During COVID-19. Technology, Mind, and Behavior, 3(1: Spring 2022). https://doi.org/10.1037/tmb0000061 Cite
Perez, F., & Kalir, J. (2019). Open web annotation as connected conversation in CSCL. Proceedings of the 2018 Connected Learning Summit, 1, 185–195. Cite
Porter, G. W. (2022). Collaborative Online Annotation: Pedagogy, Assessment and Platform Comparisons. Frontiers in Education, 7. https://www.frontiersin.org/articles/10.3389/feduc.2022.852849 Cite
Rose-Wainstock, C. (2020). Social Annotation in the Writing Classroom. Literacies and Language Education: Research and Practice, Autumn 2020, 49–59. https://kuis.kandagaigo.ac.jp/eli/publications/wp-content/uploads/2020/12/Rose-Wainstock_Autumn2020.pdf Cite
Schiltz, G., Frédérickx, S., & Sieroka, N. (2017). Close Reading of Science Texts with Online Annotations. Proceedings of the 25th International Conference on Computers in Education., 1036–1038. Cite
Sievers, J. (2021). Writing between the Lines: Teaching Digital Reading with Social Annotation in an Introductory Literature Course. Pedagogy, 21(3), 427–453. https://doi.org/10.1215/15314200-9131828 Cite
Singh, S. (2019). Exploring the Potential of Social Annotations for Predictive and Descriptive Analytics. Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, 247–248. https://doi.org/10.1145/3304221.3325547 Cite
Sprouse, M. L. (2018). Social Annotation and Layered Readings in Composition. The Proceedings of the Annual Computers & Writing Conference 2018, 39–52. Cite
Vasinda, S. (2020). Discussion Before the Discussion in Virtual Study Groups: Social Reading and Open Annotation. In Effective Practices in Online Teacher Preparation for Literacy Educators (pp. 216–238). IGI Global. https://doi.org/10.4018/978-1-7998-0206-8.ch011 Cite
Wranovix, M., & Isbell, M. (2020). The digital common read: Creating a space for authentic engagement with social annotation. Journal of the European Honors Council, 4(1), 1–10. https://doi.org/10.31378/jehc.119 Cite
Scholarship about the educational affordances of Hypothesis
Bali, M., & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education, 15(1), 46. https://doi.org/10.1186/s41239-018-0128-8 Cite
Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1), 10. https://doi.org/10.5334/jime.565 Cite
Bjorn, G. A., Quaynor, L., & Burgasser, A. J. (2022). Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature. Impacting Education: Journal on Transforming Professional Practice, 7(1), 47–58. https://doi.org/10.5195/ie.2022.237 Cite
Carter, S., Andersen, C., Stagg, A., & Gaunt, L. (2022). An exploratory study: Using adapted interactive research design and contributive research method. The Journal of Academic Librarianship, 102620. https://doi.org/10.1016/j.acalib.2022.102620 Cite
Chen, B. (2019). Designing for Networked Collaborative Discourse: An UnLMS Approach. TechTrends, 63(2), 194–201. https://doi.org/10.1007/s11528-018-0284-7 Cite
DeRosa, R., & Robison, S. (2017). From OER to Open Pedagogy: Harnessing the Power of Open. In Open: The philosophy and practices that are revolutionizing education and science (pp. 115–124). Ubiquity Press. https://www.ubiquitypress.com/site/chapters/e/10.5334/bbc.i/ Cite
Gilbert, L. (2022). Blending Synchronous and Asynchronous Discussion Strategies to Promote Community and Criticality during a Time of Crisis. Teaching Philosophy, 45(4), 1–29. https://doi.org/10.5840/teachphil2022422167 Cite
Greenhow, C., Gleason, B., & Willet, K. B. S. (2019). Social scholarship revisited: Changing scholarly practices in the age of social media. British Journal of Educational Technology, 50(3), 987–1004. https://doi.org/https://doi.org/10.1111/bjet.12772 Cite
Jones, J. B. (2015). There Are No New Directions in Annotations. In J. Dougherty & T. O’Donnell (Eds.), Web Writing (pp. 247–258). University of Michigan Press. https://doi.org/10.2307/j.ctv65sxgk.26 Cite
Kalir, J. (2019). Open web annotation as collaborative learning. First Monday, 24(6). Cite
Kalir, J. H., & Dean, J. (2018). Web Annotation as Conversation and Interruption. Media Practice and Education, 19(1), 18–29. https://doi.org/10.1080/14682753.2017.1362168 Cite
Kalir, R., & Garcia, A. (2021). Annotation. The MIT Press. https://mitpress.mit.edu/books/annotation Cite
Kalir, J., Cantrill, C., Perez, F., Dean, J., & Dillon, J. (2019). Educator connected learning via collaborative web annotation. Proceedings of the 2018 Connected Learning Summit, 1, 349. https://press.etc.cmu.edu/index.php/product/proceedings-of-the-2018-connected-learning-summit/ Cite
Kalir, J., Cantrill, C., Zamora, M., Baker-Doyle, K., Campbell, G., & Angell, N. (2020). Notes as nodes in connected learning. Proceedings of the 2019 Connected Learning Summit, 1, 248. https://press.etc.cmu.edu/index.php/product/proceedings-of-the-2019-connected-learning-summit/ Cite
Licastro, A. (2019). The Past, Present, and Future of Social Annotation. In Digital Reading and Writing in Composition Studies (p. 240). Routledge. https://www.routledge.com/Digital-Reading-and-Writing-in-Composition-Studies/Lamb-Parrott/p/book/9781138484108 Cite
McNutt, M. (2014). More Science in the Classroom. Science, 346(6212), 895–895. https://doi.org/10.1126/science.aaa1728 Cite
Mirra, N. (2018). Pursuing a Commitment to Public Scholarship through the Practice of Annotation. The Assembly, 1(1). https://journals.colorado.edu/index.php/assembly/article/view/21 Cite
Robbins, T. (2017). Case Study: Expanding the Open Anthology of Earlier American Literature. In A Guide to Making Open Textbooks with Students. The Rebus Community for Open Textbook Creation. https://press.rebus.community/makingopentextbookswithstudents/chapter/case-study-expanding-open-anthology-of-earlier-american-literature/ Cite
Seatter, L. (2019). Towards Open Annotation: Examples and Experiments. KULA: Knowledge Creation, Dissemination, and Preservation Studies, 3(1), 12. https://doi.org/10.5334/kula.49 Cite
Zhu, X., Chen, B., Avadhanam, R. M., Shui, H., & Zhang, R. Z. (2020). Reading and connecting: using social annotation in online classes. Information and Learning Sciences, 121(5/6), 261–271. https://doi.org/10.1108/ILS-04-2020-0117 Cite
Zhu, X., Shui, H., & Chen, B. (2020). A Scaffolding Framework for Social Annotation in Online Classes. EdArXiv. https://doi.org/10.35542/osf.io/zk4vj Cite
Scholarship about the social and scientific affordances of Hypothesis
Babic, Z., Capes-Davis, A., Martone, M. E., Bairoch, A., Ozyurt, I. B., Gillespie, T. H., & Bandrowski, A. E. (2019). Incidences of problematic cell lines are lower in papers that use RRIDs to identify cell lines. ELife, 8, e41676. https://doi.org/10.7554/eLife.41676 Cite
Davis, R. C. (2016). Annotate the Web: Four Ways to Mark Up Web Content. Behavioral & Social Sciences Librarian, 35(1), 46–49. https://doi.org/10.1080/01639269.2016.1134233 Cite
Elman, C., & Kapiszewski, D. (2018). The Qualitative Data Repository’s Annotation for Transparent Inquiry (ATI) Initiative. PS: Political Science & Politics, 51(1), 3–6. https://doi.org/10.1017/S1049096517001755 Cite
Gerring, J. (2021). Annotations to ATI. PS: Political Science & Politics, 54(3), 496–499. https://doi.org/10.1017/S104909652100024X Cite
Haithcox-Dennis, M. (2018). Reject, Correct, Redirect: Using Web Annotation to Combat Fake Health Information—A Commentary. American Journal of Health Education, 49(4), 206–209. https://doi.org/10.1080/19325037.2018.1465866 Cite
Hsu, C.-N., Bandrowski, A. E., Gillespie, T. H., Udell, J., Lin, K.-W., Ozyurt, I. B., Grethe, J. S., & Martone, M. E. (2020). Comparing the Use of Research Resource Identifiers and Natural Language Processing for Citation of Databases, Software, and Other Digital Artifacts. Computing in Science Engineering, 22(2), 22–32. https://doi.org/10.1109/MCSE.2019.2952838 Cite
Kapiszewski, D., & Karcher, S. (2021). Empowering Transparency: Annotation for Transparent Inquiry (ATI). PS: Political Science & Politics, 54(3), 473–478. https://doi.org/10.1017/S1049096521000287 Cite
Lange, F. (2020). An Online Field Study on Scholarly Journal Annotations. In Annotations in Scholarly Editions and Research (pp. 221–248). De Gruyter. https://www.degruyter.com/view/book/9783110689112/10.1515/9783110689112-011.xml Cite
Mayka, L. (2021). Bridging Positivist and Interpretative Approaches through Annotation for Transparent Inquiry. PS: Political Science & Politics, 54(3), 479–482. https://doi.org/10.1017/S1049096521000184 Cite
Milonopoulos, T. (2021). Annotating Without Anxiety: Achieving Adaptability, Accessibility, and Accountability Through ATI. PS: Political Science & Politics, 54(3), 483–486. https://doi.org/10.1017/S1049096521000172 Cite
Myrick, R. (2021). Reflections on Using Annotation for Transparent Inquiry in Mixed-Methods Research. PS: Political Science & Politics, 54(3), 492–495. https://doi.org/10.1017/S1049096521000214 Cite
Perkel, J. M. (2015). Annotating the scholarly web. Nature News, 528(7580), 153. https://doi.org/10.1038/528153a Cite
Rehm, G. (2020). Observations on Annotations. In Annotations in Scholarly Editions and Research (pp. 299–324). De Gruyter. https://www.degruyter.com/view/book/9783110689112/10.1515/9783110689112-014.xml Cite
Shaikh-Lesko, R. (2019). Web annotation tool Hypothesis hits a milestone. Nature, 569(7756), 295–296. https://go.gale.com/ps/i.do?p=HRCA&sw=w&issn=00280836&v=2.1&it=r&id=GALE%7CA584632999&sid=googleScholar&linkaccess=abs Cite
Siewert, M. B. (2021). How Annotation for Transparent Inquiry Can Enhance Research Transparency in Qualitative Comparative Analysis. PS: Political Science & Politics, 54(3), 487–491. https://doi.org/10.1017/S1049096521000597 Cite
Skains, R. L. (2020). Discourse or gimmick? Digital marginalia in online scholarship. Convergence, 26(4), 942–955. https://doi.org/10.1177/1354856519831988 Cite
Staines, H. (2019). What’s happening with open annotation? Discoverability, engagement, community. Learned Publishing, 32(2), 177–180. https://doi.org/https://doi.org/10.1002/leap.1207 Cite
Staines, H. R. (2018). Digital Open Annotation with Hypothesis: Supplying the Missing Capability of the Web. Journal of Scholarly Publishing, 49(3), 345–365. https://muse.jhu.edu/article/693631 Cite
Staines, H., & Martone, M. E. (2018). Community feedback on scholarly content: why it is important and why it should be preserved. Insights, 31, 1T,2T,3T,4T,5T,6T,7T,8T. https://search.proquest.com/docview/2059600841/abstract/64103C2133264043PQ/1 Cite
Weber, N., & Karcher, S. (2020). Seeking Justification: How Expert Reviewers Validate Empirical Claims with Data Annotations. Proceedings of the ACM/IEEE Joint Conference on Digital Libraries in 2020, 227–234. https://doi.org/10.1145/3383583.3398537 Cite
Blogs by scholars about Hypothesis
Aguiar, C., Elshobokshy, F., & Huron, A. (2021, September 13). Bringing Theories to Practice: Universal Design Principles and the Use of Social Annotation to Support Neurodiverse Students. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/effective-teaching-strategies/bringing-theories-to-practice-universal-design-principles-and-the-use-of-social-annotation-to-support-neurodivergent-students/ Cite
Apigo, M. (2020). Notes from the Field | Student-to-Student Interaction Online (Asynchronous). The California Acceleration Project. https://accelerationproject.org/Blog/asynchronous-online-student-to-student-interaction Cite
Chen, B. (2020, May 11). Using Web Annotation for Web Annotation Research. Bodong Chen. https://meefen.github.io/post/2020-05-11-web-annotation/ Cite
Chen, B. (2017, December 8). Web Annotation of Research Articles in Learning Sciences. Bodong Chen. https://meefen.github.io/post/2017-12-08-jls-web-annotation/ Cite
Chen, B. (2018, July 18). An Ongoing Experiment: Public Scholarly Annotation. Bodong Chen. https://meefen.github.io/post/2018-07-public-scholarly-annotation/ Cite
Collins, C. (2022, April 8). Boosting Engagement with Social Annotation! - Eductive. Eductive. https://eductive.ca/en/resource/real-life-story/boosting-engagement-with-social-annotation/ Cite
Coogan, J. (2020, April 26). Pandemic Pedagogy: Annotation as Close Reading. Ancient Jew Review. https://www.ancientjewreview.com/articles/2020/4/24/pandemic-pedagogy-annotation-as-close-reading Cite
Enkerli, A., & MacNeil, S. (n.d.). Hypothesis — A Digital Tool to Foster Student Ownership of Reading Assignments | Articles | Publications. Profweb. Retrieved April 29, 2021, from https://www.profweb.ca/en/publications/articles/hypothesis-a-digital-tool-to-foster-student-ownership-of-reading-assignments Cite
Farber, M. (n.d.). Social Annotation in the Digital Age. Edutopia. Retrieved December 22, 2020, from https://www.edutopia.org/article/social-annotation-digital-age Cite
Farber, M. (2020, March 21). Research Guides: UNC Open Educational Resources (OER) Committee: Blog. UNC Open Educational Resources (OER) Committee. https://libguides.unco.edu/OERcommittee/blog/Open-Annotation-and-the-Marginal-Syllabus-by-Dr-Matthew-Farber-UNC-Assistant-Profe Cite
Gannon, A. K. (2019, September 3). Tools for Teaching: Social Annotation. The Center for Excellence in Teaching & Learning. https://www.grandviewcetl.org/tools-for-teaching-social-annotation/ Cite
Grabe, M. (2021, April 9). Social annotation with Hypothes.is. Learning Aloud. https://learningaloud.com/blog/2021/04/09/social-annotation-with-hypothes-is/ Cite
Harris, K. (2021, March 9). Social Annotation Assignment – Best DH #pandemicpedagogy. Triproftri. https://triproftri.wordpress.com/2021/03/09/social-annotations/ Cite
Kalir, J. (2018). The Marginal Syllabus and Open Pedagogy. Open Pedagogy Notebook. http://openpedagogy.org/course-level/the-marginal-syllabus-and-open-pedagogy/ Cite
Kalir, J. (2018). Annotate Your Syllabus. Remi x Learning. http://remikalir.com/courses/annotate-your-syllabus/ Cite
Kalir, J. (2018). Annotate Your Syllabus 2.0. Remi x Learning. http://remikalir.com/courses/annotate-your-syllabus-2-0/ Cite
Kalir, J. (2020). Annotate Your Syllabus 3.0. Remi x Learning. http://remikalir.com/blog/annotate-your-syllabus-3-0/ Cite
Kearns, S. (2019, September 20). Not so marginal annotations. Annotated Science. http://www.annotatedscience.com/2019/09/20/not-so-marginal-annotations/ Cite
Klein, S. (2021, April 5). Why I love using Hypothesis. Higher Ed and Technology: Academics at Chapman. https://blogs.chapman.edu/academics/2021/04/05/why-i-love-using-hypothesis/ Cite
Licastro, A. (2020, March 13). A quick guide to using the hypothes.is LMS plugin. Digitocentrism. http://digitocentrism.com/teaching-2/a-quick-guide-to-using-the-hypothes-is-lms-plugin/ Cite
McDaniel, S. (2021, March 3). Social Annotation and the Pedagogy of Hypothes.is [The University of Chicago Academic Technology Solutions]. Social Annotation and the Pedagogy of Hypothes.Is. https://academictech.uchicago.edu/2021/03/03/social-annotation-and-the-pedagogy-of-hypothesis/ Cite
O’English, L. (2019, August 13). Keeping Up With... Web Annotation. Association of College & Research Libraries (ACRL). http://www.ala.org/acrl/publications/keeping_up_with/web_annotation Cite
Rose, J. (2020, March 18). Hypothes.is & Digital Annotation for OER. Cosmo Comics. https://cosmocomics.net/2020/03/18/hypothes-is-digital-annotation-for-oer/ Cite
Turner, K., & Zucker, L. (2020, April 9). Taking Annotation Digital: A Strategy for Online Teaching & Learning. K-12 Talk. https://k-12talk.com/2020/04/09/taking-annotation-digital-a-strategy-for-online-teaching-learning/ Cite
Vasinda, S. (2021, January 10). Social Reading in the Margins of Digital Texts. Ethical ELA. http://www.ethicalela.com/social-reading-in-the-margins-of-digital-texts-by-sheri-vasinda/ Cite
This page and the larger AnnotatED bibliography it comes from were developed and are maintained by Dr. Remi Kalir, the inaugural scholar in residence at Hypothesis.