- a [[panel]]
	- [[i annotate 2021]]
	- [[slides]] https://drive.google.com/file/d/1EqIyenQPzfm_NMcJ63w6_TCeAXg5EG3f/view?usp=sharing
	- [[nate angell]] introducing
	- [[mary klann]] with 
		- [[jenae cohn]] [[cherise mcbride]] [[paul schacht]]
		- ten minutes per presenter

## [[jenae cohn]]
- from [[california state university]]
	- [[twitter]] https://twitter.com/jenae_cohn
	- [[slides]] https://drive.google.com/file/d/1EqIyenQPzfm_NMcJ63w6_TCeAXg5EG3f/view

"but what do I do with a reading?"
	
[[digital reading]]: 5 ways of engagement

![[Pasted image 20210621190857.png]]

"when you are sewing, you usually follow a [[pattern]]. if you are more of an expert like a [[project runway]] contestant, you use patterns to guide you. social annotation provides scaffolding to engage with digital text."

![[Pasted image 20210621191148.png]]

[[digital literacy]] development in three parts by [[coiro 2015]]:

![[Pasted image 20210621191248.png]]
![[Pasted image 20210621191347.png]]
![[Pasted image 20210621191452.png]]

The most advanced users have "a self-directed confidence in transforming strategies used in more familiar contexts into new strategies that are more useful in less familiar literacy contexts."

Creation-driven prompts.

![[Pasted image 20210621191635.png]]
![[Pasted image 20210621191655.png]]

## [[cherise mcbride]] 
- [[digital literacy researcher]] [[california state university berkeley]]

"making things visible: annotation and digital pedagogy"

![[Pasted image 20210621192126.png]]

It's an opportunity to have a conversation. It carries some [[risks]].  Social annotation is [[thinking publicly]]. Partnership with [[marginal syllabus]].

![[Pasted image 20210621192227.png]]

- [[push]] [[marginal syllabus]]
	- [[go]] https://margynalsyllab.us
	- [[hypothes.is]] [[national writing project]] [[ncte]]
	
Why to annotate? "It's an [[act of love]] because of one's commitment to stay in relationship with the creator and other readers and observers."

![[Pasted image 20210621192359.png]]

Risks: 

![[Pasted image 20210621192811.png]]

Collegiality:

![[Pasted image 20210621192913.png]] 

(Missed some slides here due to technical problems.)

## [[paul schacht]]
 
- at [[suny geneseo]]
- [[annotating deliberately]]: [[lessons from readers' annotation of thoreau]] 
	- [[twitter]] https://twitter.com/whatthedickens

Ways of annotating: explicate contextualize argue converse connect message opine.

[[William James]]!

![[Pasted image 20210621193629.png]]

[[gardner campbell]] [[i annotate 2019]] on knowledge emotions: [https://www.youtube.com/watch?v=P-uuWcmzpgw](https://www.youtube.com/watch?v=P-uuWcmzpgw) (thank you [[nate angell]]!).

![[Pasted image 20210621193910.png]]

Site was preseeded with annotated Walden:

![[Pasted image 20210621194038.png]]

[[word cloud]]:

![[Pasted image 20210621194137.png]]

Harding's verbs:  ![[Pasted image 20210621194249.png]]

Other readers: ![[Pasted image 20210621194301.png]]

Harding is interested in historical time, sees in numbers. More in the concrete than the abstract.

![[Pasted image 20210621194430.png]]

Debra's comment expresses a knowledge emotion *plus* says what's interesting about it, yet doesn't feel like a forced explanation:

![[Pasted image 20210621194707.png]]

[[prompts]] ![[Pasted image 20210621194757.png]]

[[chris aldrich]] posted a feed: https://hypothes.is/search?q=%22reminds+me+of%22

[[courtney kleffman]]: "What occurs before and after the annotation moment also drives how students view its purpose within the learning process. I often ask student to engage in metacognitive reflection post social annotation. It's not graded, but leads to something else."

![[Pasted image 20210621195544.png]]

(great conversation in the panel and in the chat)

[[metacognition]] and [[reflection]]. 

[[paul schacht]] have them look at other people's annotations. Have students rifle through their own past annotations; marks in their books. Try to characterize the marks that they made; think about what they were trying to accomplish

What's your favourite annotation tool?

- [[cherise mcbride]]
	- private tool / [[LMS]] (sp?)
- [[jenae cohn]]
	- note there is implications for handling some of the PII
	- advantages to do this behind a login wall (so in a silo?)
- [[paul schacht]]
	- [[google docs]] can work
	- whatever platform is being used, the important thing is for students to have control over their comments
		- [[lms]] might support that
		- [[hypothes.is]] supports group-only access
		- there can be some 'showcase' posts, but not shared by default (I missed if this referred to a specific tool)
		- comment
			- comments for [[wordpress]] are attached to paragraphs, not to arbitrary 
			- likes both ways for different reasons; sometimes at the paragraph level it can be easy to navigate 
			- (I agree)
		- [[students]] have connected with [[scholars]]!
- [[cherise mcbride]] permission from authors is important

![[Pasted image 20210621200846.png]]
![[Pasted image 20210621201134.png]]

- [[nate angell]] [[frankenbook]]
- [[jenae cohn]] importance of students truly owning their [[annotations]] and [[notes]]
	- learn tools, both supported by the institution and personal
- [[cherise mcbride]] [[crowdlaaers]] 
	- https://crowdlaaers.org/
- [[jenae cohn]]

```
@Flancian, I see your question in the Q&A and may not have a chance to respond out loud. I'll typically put citation managers, note-taking tools (e.g. Evernote, Notion, OneNote) in the toolkit
citation mangers tend to be Zotero, Mendeley, and, when I've worked at institutions with librarians that support it, RefWorks and EndNote
```
- [[paul schacht]] [[audrey waters]]'s piece objecting on the fact that people were writing [[hypothes.is]] comments on their blog
	- disabled her comments because of abuse
	- then people started leaving hypothes.is annotations, she was displeased with that
	- [[chris aldrich]] https://indieweb.org/annotation#Criticism
	- [[flancian]]
		- IMHO because there's no one size fits all, this implies that the moderation layer should be separate from the data/interlay layer
		- essentially communities should run their own moderation layer
        - as a [[commons]]