In 2020, schools around the world scrambled to adopt tools to enable remote learning during the COVID-19 pandemic. Many teachers found new ways to engage their students in reading using Hypothesis social annotation. Discover how the benefits of reading together with annotation go beyond remote learning. In this episode of Liquid Margins we’ll hear from Mary Isbell of the University of New Haven and John Stewart of the University of Oklahoma, both of whom have long used social annotation to make reading active, visible, and social with their students, and see it as essential for knowledge sharing, community building, and student success. Note: Liquid Margins is a show where we gather to talk about collaborative annotation, social learning, and other ways we make knowledge together. If you’d like to learn more about Hypothesis and see a demo, register for an upcoming Hypothesis 101 webinar or watch a Hypothesis 101 recording.

Annotate the video transcript while you watch