We invite you use this collaborative bibliography on annotation, curated by members of AnnotatED, the community for annotation in education that includes educators, researchers, and technologists from organizations that engage deeply with collaborative annotation as a transformative practice in teaching and learning.
You can also visit a filtered view of the full bibliography that includes only scholarship specifically related to Hypothesis and the full bibliography directly in Zotero. Contact us to make suggestions or join as a contributor.
Tag: I Annotate 2021
This is a public bibliography collecting the works published on the topic of "Digital Social Reading".
It is a work-in-progress maintained by Federico Pianzola with contributions by Simone Rebora, Peter Boot, and Berenike Herrmann.
Around half of the records have complete abstracts or descriptions in metadata and are tagged according to the categories described in the article Rebora et al. (2020), "Digital Humanities and Digital Social Reading."
Some records may be incomplete.
If you would like to contribute to the library adding new records or tagging existing ones, please contact federico.pianzola@unimib.it
- Owner:Federico Pianzola
- Registered: 2019-11-01
How do the collaborative and multimodal qualities of social annotation encourage digital literacies? Join an expert panel of educators and researchers as they share their projects and perspectives, as well as discuss how social annotation exemplifies creative and interactive digital literacies. The panel will be moderated by Mary Klann (History, UC San Diego/San Diego Miramar College) and features speakers Jenae Cohn (Academic Technology, CSU Sacramento), Cherise McBride (Education, UC Berkeley), and Paul Schacht (English/Digital Learning, SUNY Geneseo).
Writing I explore emergent questions about how technology impacts the ways that we read, write, and communicate, particularly in higher education. How do we read deeply in digital spaces? Reading on a screen is a different experience than reading off of paper. But is it necessarily worse, more distr...
Her book Skim, Dive, Surface:Teaching Digital Reading looks particularly interesting.
Follow us for news about http://labs.loc.gov and @LibraryCongress Digital Strategy.
A collection of license plates curated by Katherine Frazer.
The new pack of 50 stickers is based on a series of ceramic sculptures Owens made based on the beloved facial icons.
A coalition of content creators, technology platforms, service providers and stakeholder groups in education coming together to achieve the first steps for cross-platform social learning.
The list of participants could definitely use some more diversity.
The eighth annual conference dedicated to open annotation practices and technologies: 21–25 Jun 2021 online.
It's a stellar week of conferences and workshops for all things digital in higher ed, including #IAnno21, the #DoOO Roadshow, #LACOL2021, and vCLAC2021 all happening. Buckle up!
— Mo Pelzel (@MorrisPelzel) Jun 21, 2021
The strike-throughs, underlines, doodles, and marginalia made by historical figures in their personal papers at the Library of Congress give researchers a more intimate sense of who they were. These markings sometimes shed light on the story of how a work was made or received. Researchers can understand more about the creative process, opinions and musings of people throughout the centuries by understanding these historical markings that are often, literally and figuratively, in the margins. Artist and educator Courtney McClellan is inspired by this tradition of mark-making, and today the Library of Congress announced her appointment as 2021 Innovator in Residence.McClellan’s project, Speculative Annotation, will invite Americans to join this historical lineage of annotators by creatively engaging with a curated collection of free to use items from the
Bookmarked on 2021-06-20 at 7:19 PM; Read on 2021-06-21 at 5:22 PM
doodles ❧
aka drolleries
Annotated on June 21, 2021 at 05:19PM
These markings sometimes shed light on the story of how a work was made or received. Researchers can understand more about the creative process, opinions and musings of people throughout the centuries by understanding these historical markings that are often, literally and figuratively, in the margins. ❧
In addition to looking in the margins, one must also look at contemporaneous copies of both printed and privately held (or collected) commonplace books to cast a wider net on these practices.
Annotated on June 21, 2021 at 05:21PM
The project will be available in summer 2021 on labs.loc.gov. ❧
Return to this project in July 2021 to see it in action.
Annotated on June 21, 2021 at 05:22PM
The writing I enjoy doing most, every year, is marginalia: spontaneous bursts of pure, private response to whatever book happens to be in front of me. It’s the most intimate, complete, and honest form of criticism possible — not the big wide-angle aerial shot you get from an official review essay, but a moment-by-moment record of what a book actually feels like to the actively reading brain. ❧
It’s also sort of founding example for the idea of social annotation given that most prior annotation was for personal use. (Though Owen Gingerich has shown that early annotations were copied from book to book and early scribes added annotations to texts for readers as well.)
It also demonstrates the idea of proof of work (in this case love “work”), which is part of the reason that social annotation in an educational setting using tools like Hypothes.is is worthwhile. Students are indicating (via social signaling) to a teacher that they’ve read and actively engaged with the course material.
Of course, unlike the example, they’re not necessarily showing “true love” of the material!