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. 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
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
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
Perez, F., & Kalir, J. (2019). Open web annotation as connected conversation in CSCL. Proceedings of the 2018 Connected Learning Summit, 1, 185–195. 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
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
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
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
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