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.

  1. 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.
  2. 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.
  3. 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.
  4. 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. 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). Cite
Cafferty, P. W. (2022). “I Really Enjoy These Annotations:” Examining Primary Biological Literature Using Collaborative Annotation. CourseSource. Cite
Chen, B. (2019). Designing for Networked Collaborative Discourse: An UnLMS Approach. TechTrends, 63(2), 194–201. Cite
Goller, C. C., Vandegrift, M., Cross, W., & Smyth, D. S. (2021). Sharing Notes Is Encouraged: Annotating and Cocreating with and Google Docs †. Journal of Microbiology & Biology Education, 22(1). Cite
Hollett, T., & Kalir, J. H. (2017). Mapping Playgrids for Learning Across Space, Time, and Scale. TechTrends, 61(3), 236–245. 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. 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. Cite
Kalir, J. H. (2018). Equity-oriented design in open education. The International Journal of Information and Learning Technology, 35(5), 357–367. Cite
Kalir, J. H. (2020). Social annotation enabling collaboration for open learning. Distance Education, 41(2), 245–260. Cite
Kalir, J. (Remi). (2020). “Annotation is first draft thinking”: Educators’ Marginal Notes as Brave Writing. English Journal, 110(2), 62–68. 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. 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. Cite
Kararo, M., & McCartney, M. (2019). Annotated primary scientific literature: A pedagogical tool for undergraduate courses. PLOS Biology, 17(1), e3000103. Cite
Kennedy, M. (2016). Open Annotation and Close Reading the Victorian Text: Using with Students. Journal of Victorian Culture, 21(4), 550–558. 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). 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). 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). 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. Cite
Rose-Wainstock, C. (2020). Social Annotation in the Writing Classroom. Literacies and Language Education: Research and Practice, Autumn 2020, 49–59. 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. 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. 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. 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. 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. 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. 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. 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. Cite
Chen, B. (2019). Designing for Networked Collaborative Discourse: An UnLMS Approach. TechTrends, 63(2), 194–201. 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. 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. 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. 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. 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. Cite
Kalir, R., & Garcia, A. (2021). Annotation. The MIT Press. 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. 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. Cite
Licastro, A. (2019). The Past, Present, and Future of Social Annotation. In Digital Reading and Writing in Composition Studies (p. 240). Routledge. Cite
McNutt, M. (2014). More Science in the Classroom. Science, 346(6212), 895–895. Cite
Mirra, N. (2018). Pursuing a Commitment to Public Scholarship through the Practice of Annotation. The Assembly, 1(1). 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. Cite
Seatter, L. (2019). Towards Open Annotation: Examples and Experiments. KULA: Knowledge Creation, Dissemination, and Preservation Studies, 3(1), 12. 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. Cite
Zhu, X., Shui, H., & Chen, B. (2020). A Scaffolding Framework for Social Annotation in Online Classes. EdArXiv. 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. Cite
Davis, R. C. (2016). Annotate the Web: Four Ways to Mark Up Web Content. Behavioral & Social Sciences Librarian, 35(1), 46–49. 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. Cite
Gerring, J. (2021). Annotations to ATI. PS: Political Science & Politics, 54(3), 496–499. 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. 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. Cite
Kapiszewski, D., & Karcher, S. (2021). Empowering Transparency: Annotation for Transparent Inquiry (ATI). PS: Political Science & Politics, 54(3), 473–478. Cite
Lange, F. (2020). An Online Field Study on Scholarly Journal Annotations. In Annotations in Scholarly Editions and Research (pp. 221–248). De Gruyter. Cite
Mayka, L. (2021). Bridging Positivist and Interpretative Approaches through Annotation for Transparent Inquiry. PS: Political Science & Politics, 54(3), 479–482. Cite
Milonopoulos, T. (2021). Annotating Without Anxiety: Achieving Adaptability, Accessibility, and Accountability Through ATI. PS: Political Science & Politics, 54(3), 483–486. Cite
Myrick, R. (2021). Reflections on Using Annotation for Transparent Inquiry in Mixed-Methods Research. PS: Political Science & Politics, 54(3), 492–495. Cite
Perkel, J. M. (2015). Annotating the scholarly web. Nature News, 528(7580), 153. Cite
Rehm, G. (2020). Observations on Annotations. In Annotations in Scholarly Editions and Research (pp. 299–324). De Gruyter. Cite
Shaikh-Lesko, R. (2019). Web annotation tool Hypothesis hits a milestone. Nature, 569(7756), 295–296. 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. Cite
Skains, R. L. (2020). Discourse or gimmick? Digital marginalia in online scholarship. Convergence, 26(4), 942–955. Cite
Staines, H. (2019). What’s happening with open annotation? Discoverability, engagement, community. Learned Publishing, 32(2), 177–180. 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. 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. 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. 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. Cite
Apigo, M. (2020). Notes from the Field | Student-to-Student Interaction Online (Asynchronous). The California Acceleration Project. Cite
Chen, B. (2020, May 11). Using Web Annotation for Web Annotation Research. Bodong Chen. Cite
Chen, B. (2017, December 8). Web Annotation of Research Articles in Learning Sciences. Bodong Chen. Cite
Chen, B. (2018, July 18). An Ongoing Experiment: Public Scholarly Annotation. Bodong Chen. Cite
Collins, C. (2022, April 8). Boosting Engagement with Social Annotation! - Eductive. Eductive. Cite
Coogan, J. (2020, April 26). Pandemic Pedagogy: Annotation as Close Reading. Ancient Jew Review. 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 Cite
Farber, M. (n.d.). Social Annotation in the Digital Age. Edutopia. Retrieved December 22, 2020, from Cite
Farber, M. (2020, March 21). Research Guides: UNC Open Educational Resources (OER) Committee: Blog. UNC Open Educational Resources (OER) Committee. Cite
Gannon, A. K. (2019, September 3). Tools for Teaching: Social Annotation. The Center for Excellence in Teaching & Learning. Cite
Grabe, M. (2021, April 9). Social annotation with Learning Aloud. Cite
Harris, K. (2021, March 9). Social Annotation Assignment – Best DH #pandemicpedagogy. Triproftri. Cite
Kalir, J. (2018). The Marginal Syllabus and Open Pedagogy. Open Pedagogy Notebook. Cite
Kalir, J. (2018). Annotate Your Syllabus. Remi x Learning. Cite
Kalir, J. (2018). Annotate Your Syllabus 2.0. Remi x Learning. Cite
Kalir, J. (2020). Annotate Your Syllabus 3.0. Remi x Learning. Cite
Kearns, S. (2019, September 20). Not so marginal annotations. Annotated Science. Cite
Klein, S. (2021, April 5). Why I love using Hypothesis. Higher Ed and Technology: Academics at Chapman. Cite
Licastro, A. (2020, March 13). A quick guide to using the LMS plugin. Digitocentrism. Cite
McDaniel, S. (2021, March 3). Social Annotation and the Pedagogy of [The University of Chicago Academic Technology Solutions]. Social Annotation and the Pedagogy of Hypothes.Is. Cite
O’English, L. (2019, August 13). Keeping Up With... Web Annotation. Association of College & Research Libraries (ACRL). Cite
Rose, J. (2020, March 18). & Digital Annotation for OER. Cosmo Comics. Cite
Turner, K., & Zucker, L. (2020, April 9). Taking Annotation Digital: A Strategy for Online Teaching & Learning. K-12 Talk. Cite
Vasinda, S. (2021, January 10). Social Reading in the Margins of Digital Texts. Ethical ELA. 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.