Annotation on boycott. Rosa Parks and Martin Luther King Jr. were interviewed in 1956 about the Montgomery Bus Boycott and civil rights. Read these interview typescripts from the Library of Congress' Rosa Parks Papers, with Parks' annotation. Rosa Parks was born on this day, February 4, in 1913. #Annotate22 35/365

Annotation on the World War II Memorial. “Kilroy was here. Hiding in plain sight on the World War II Memorial in Washington D.C. A little image with text. Staring back at him.” Listen to the Endless Thread podcast on “Kilroy was Here” and the essence of memes, texts, and contexts. #Annotate22 34/365

and add another one to the mix ;)

Annotation on censorship. Caution tape and custom "Banned!" book jackets added to a public library display. “Books on race and sexuality are disappearing from Texas schools in record numbers” reports NBC News. #BannedBooks #FReadom #Annotate22 33/365

On this day, February 1, 1960 Joseph McNeil, Franklin McCain, David Richmond, and Jibreel Khazan–also known as The Greensboro Four–began sit-in protests. View 15 multimedia notes added to the digital exhibit from the National Museum of American History. #Annotate22 32/365

Annotation is a composition of cups added to a school fence. The Black Lives Matter At School #BLMAtSchool Week of Action starts today, January 31st, and continues through February 4th. For resources–including lesson plans, a “starter kit,” and additional information–visit Black Lives Matter at School. #Annotate22 31/365. Image credit: Joe Brusky/Milwaukee Teachers’ Education Association.

Annotation is the Bogside People’s Gallery. “Mural painting emerged in the early years of the twentieth century as a means of marking territory, commemorating history, celebrating culture and defining identity…It also retains the potential to be taken up as part of a wider process that might serve as a medium for tracing common threads, shared ideas or alternative perspectives.” From the book "Murals" by the Bogside Artists, shared on #BloodySunday50, the 50th Anniversary of Bloody Sunday, January 30, 2022. #Annotate22 30/365

Annotation is a mask. “Someone trolled the basketball legend by adding a mask to the statue of Stockton outside of where the Jazz play.” John Stockton has not complied with mask mandates indoors. #Annotate22 29/365

Annotation is a note to my son. "I first read Maus, this very copy, in middle school. We'll read this book together, someday, as you carry forward the history of our people." School board in Tennessee bans teaching of Maus. #Annotate22 28/365

Annotation is a label, with data, indicating bias. 84% of the federal judges confirmed under President Trump, or 197 judges, were White (and 76% were men), according to an analysis by the American Constitution Society. #Annotate22 27/365

Annotation is Not Recommended. “Yesterday (Jan 24) I saw ‘Where Would You Fit In?’ This is it, with my ‘Not Recommended’ conclusion overlaid on it.” An Analysis, by Debbie Reese, of a Teachers Pay Teachers worksheet that teaches students “to glorify colonization and slavery.” #Annotate22 26/365

Annotation is unbought and unbossed. "I ran for the presidency, despite hopeless odds, to demonstrate the sheer will and refusal to accept the status quo." Shirley Chisholm announced her presidential bid on this day, January 25, 1972. #Annotate22 25/365

Annotation is a meme about annotation. “In the end, the production of footnotes sometimes resembles less the skilled work of a professional carrying out a precise function to a higher end than the offhand production and disposal of waste products” (Anthony Grafton, 1997, p. 6). Meme by Matthew JM Coomber. #Annotate22 24/365

Greetings INTE 5300! Please note this is a Public annotation (see the "Public" label next to the Hypothesis logo above). We are not adding Public annotations to this document. Rather, our discussion will occur via our private INTE 5300 CDL S22 group. Toggle above to our group's "layer" where you will see annotations from me guiding our discussion of this text. If you are unable to toggle into our private group, you need to first join our private group (and that link has been provided in Slack via #admin). If you have questions please ask via Slack in #questions.

Greetings INTE 5300! Please note this is a Public annotation (see the "Public" label next to the Hypothesis logo above). We are not adding Public annotations to this document. Rather, our discussion will occur via our private INTE 5300 CDL S22 group. Toggle above to our group's "layer" where you will see annotations from me guiding our discussion of this text. If you are unable to toggle into our private group, you need to first join our private group (and that link has been provided in Slack via #admin). If you have questions please ask via Slack in #questions.

Annotation is a signed petition. “Eliminate the poll tax” and “other restrictions upon the free and universal exercise of the franchise.” The 24th Amendment to the Constitution was ratified on this day, January 23, 1964. #Annotate22 23/365

Annotation is a headline, fixed. “Covid-19 is likely in 2022 due to failures in public health.” On this day in 2020 the World Health Organization confirmed human-to-human spread of the novel coronavirus. A headline from The Economist fixed with redaction and addition by Jorge A. Caballero.

Annotation is Not Found. “The requested URL…was not found on this server.” "We couldn't find that page." Two notes about the removal of “The 1776 Report” from the White House website, based on screenshots from 1/20/21 (during the Biden/Harris Inauguration) and 1/20/22 (yesterday). #Annotate22 21/365

Annotation is a chyron. KEEP CURRENT FILIBUSTER RULES YES 52 | NO 48. A text-based graphic displayed on the lower area of a television broadcast and that reported, yesterday, a failure to protect American democracy and people's constitutional right to vote. #Annotate22 20/365

Annotation is marginalia. “In the marginalia, too, we talk only to ourselves; we therefore talk freshly—boldly— originally—with abandonnement—without conceit.” Edgar Allan Poe born on this day, January 19, 1809. #Annotate22 19/365

Annotation is a rebuke and reminder. “We have reached the pandemic pause, the era of the s̶t̶u̶n̶t̶e̶d̶ <exhausted> student.” A rebuke and reminder–about education and care–that’s most helpful as a new semester begins. #Annotate22 18/365

Annotation is a Marade route. The annual march and parade, or “Marade,” in Denver, Colorado, has grown to be one of the largest Martin Luther King, Jr. Day celebrations in the United States. The program begins at 9:30a MT at City Park, followed by the Marade down Colfax Ave. to Civic Center. If you're local, please join! #Annotate22 17/365

Annotation is #HashtagActivism. "The strategic ways counterpublic groups and their allies on Twitter employ this shortcut to make political contentions about identity politics that advocate for social change, identity redefinition, and political inclusion." From the Introduction (p. xxviii) to Hashtag Activism by Sarah J. Jackson, Moya Bailey, and Brooke Foucault Welles. #Annotate22 16/365

Annotation is a correction control sheet.

Pg. 3 / last line / strong economic withdrawal

List of 14 corrections added to the document “Birmingham Jail Treatise of Martin Luther King Jr” (see last page of PDF). Accessed via The Internet Archive's Wayback Machine from The Martin Luther King, Jr., Research and Education Institute. #Annotate22 15/365

Annotation is authoritative. “Parts of this manuscript were not used in the final composition of the book for publisher’s reasons.” A clarifying note by Zora Neale Hurston about “Dust Tracks on a Road,” date January 14, 1942 (on this day 80 years ago). #Annotate22 14/365

Annotation is a grade with criticism. “In this essay you seem to be constantly on the verge of something interesting but, somewhat, you always fail to explain it clearly.” An instructor grading Jacques Derrida. #Annotate22 13/365

or two

Annotation is happiness. “There is something so aesthetically pleasing, at least for me, about an annotated book. It just sparks happiness.” BookTuber MelReads (Melania Diaz) in the video "✍🏻 how i ANNOTATE my books // tips on annotating for beginners." #Annotate22 12/365

Annotation is a book label. “The fact that this volume is included in the Bob Jones University Library does not mean that the University endorses its contents from the standpoint of morals, philosophy, theology, or scientific hypotheses.” #Annotate22 11/365

Annotation is erasure poetry. “I came of age in a culture of demons I respect more than women.” An erasure, or blackout, poem by @isobelohare, from the book "all this can be yours," that redacts and reimagines apology statements. #Annotate22 10/365

Annotation is a killer rabbit. Drolleries are small decorative images–people, mermaids, monsters, killer rabbits–drawn in the margins of medieval manuscripts. Detail of the Smithfield Decretals (13th/14th century). #Annotate22 9/365

Annotation is a memorial plaque. “In dieser Zeit entstanden die Alben ‘Low’ ‘Heroes’ und ‘Lodger.’ Sie gingen als Berliner Trilogie in die Musikgeschichte ein ‘We can be heroes, just for one day.’" Happy Birthday David Bowie. #Annotate22 8/365

Annotation is graffiti.

"Accept your child if they turn out queer, please."

A new instruction for parents added to the baby changing station of a public restroom. #Annotate22 7/365

Annotation is a threat and criminal. “It’s only a matter of time justice is coming.” Note by Jacob Chansley written at desk of Vice President Mike Pence in the U.S. Senate chamber on January 6, 2021. #Annotate22 6/365

Annotation is a Post-It note. "The sheer diversity of things one uses Post-It notes to think about is a testament to their cognitive flexibility... They’re fractal." #Annotate22 5/365

Annotation is a comment on song lyrics. “I have avoided explaining these lyrics for over 25 years. I am not going to start doing it now.” A “Verified Annotation” by singer Seal regarding his 1994 song “Kiss From a Rose.” #Annotate22 4/365

Annotation is a cat, and a heart, juxtaposed reminders.

“Masks Save Lives” “Protect the Vulnerable Don’t Be a Mask Hole”

Please stay safe if returning to either school or work this week. #Annotate22 3/365

Annotation is a highlight with a footnote. “‘Climate justice’ is the umbrella cause… It is about ensuring that efforts to address climate change take into account human rights and social inequality." #Annotate22 2/365

Annotation is a dedication, a date, a flower. “I give this June day to Ms. Gordon Bottomley the inside of this book. Michael Field June 5, 1908.” MF was a pseudonym for authors Katherine Bradley and niece Edith Cooper. #Annotate22 1/365

and join the fun

I would love to see teacher education programs advocating for greater OER awareness, creation, and use by pre-service teachers.

this

annotation helps to write social and intellectual legacies, to which we contribute with our thoughts, yet legacies we don't solely author much less entirely comprehend

as an educator, this insight evokes important implications for the use of annotation to aid learning - annotation is of-the-moment and, perhaps, also useful in later learning activities

and here's another scaffold, of sorts, for those inclined to mark up these digital margins

timestamp

texts are fluid and the collaboration that produces and perpetuates the social life of a text is very much a collective effort

As Antero and I detail in our book--and drawing extensively on Reagle's work--annotation shares commentary.

a form of reader response

annotation makes thinking visible

this is a coincidence

that's not really accurate

this is not an accurate description of what actually happened

wouldn't it be wonderful to have students read and annotate this "Annotated by the Author" entry?

Thank you, Chris, for joining our partner author webinar! We'll embed a link to our conversation with Chris once the video broadcasts live.

Welcome to the 2021 Marginal Syllabus. This Editors' Introduction is part of the third Literacy, Equity + Remarkable Notes = LEARN syllabus co-developed in partnership with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE), with support from Hypothesis.

Click "Show replies," below, to read more about the Marginal Syllabus.

What a challenging and incisive observation. Amidst much discourse - and broad support for - "student voice," this study shows that educators can both value student perspectives and simultaneously constrain through consensus the challenges of discussion because of race talk dilemmas. There's a lot to unpack here about agency, voice, and power in the classroom.

The relevance of this article rings so very true today. What opportunities for learners' productive struggle with race talk dilemmas have occurred in literature classes during this disrupted academic year?

Welcome to the 2021 Marginal Syllabus. This article by Dr. Ebony Elizabeth Thomas is part of the third Literacy, Equity + Remarkable Notes = LEARN syllabus co-developed in partnership with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE), with support from Hypothesis.

Click "Show replies," below, to read more about the Marginal Syllabus.

ok, but this is a really terrible reason to adopt a learning technology

all snark aside - this is a throw-away paragraph - don't focus on tool features, talk about composition practices. this has been one of the notable limitations of this article aside from the research design/survey methods - there's too much focus on Genius (all tools have their advantages and disadvantages, H included) and not enough deep discussion of learning practices. as a composition instructor reading this article, am I learning more about a tool or pedagogy and student learning?

i'm sorry what?! just use H or even Perusall, c'mon, how did this get through peer review?!

indeed!

what?! this is both speculative and kind of an absurd statement

yes indeed, put this insight into complementary conversation with supporting lit

i've got a bone to pick here - Genius didn't succeed - students may have perceived the tool as valuable/useful in motivating a particular reading or writing practice - focus on student perceptions of their learning practices with SA, not the "success" of a tool

tell us this in the methods and put your sample size into conversation with/comparison to other studies of SA that also measured student perception - as we did in Kalir et al 2020.

word to the wise - this is a throw-away sentence. what is this sentence accomplishing? we know this.

again, great reflection - why is this in the results?

this is a nice educator reflection - i really like it - just not sure why it's in the results section of this paper - should be in the discussion

ugh, this is the tension, right?

what does this even mean?

indeed, and there are a lot of rubrics and models for productive discussion circulating among various social annotation communities, certainly among H users. we also cite/link to one such rubric in Kalir et al 2020

this should be explained in the methods section ie instrument design - this is sloppy - at the least, a peer reviewer attentive to methods should have encouraged this reorg

so these were y/n with opportunity to explain why... this instrument design is not transparent and hard to connect with the reported results below. i had to go back-and-forth a few times to see how the pie charts (terrible visuals!) aligned with the survey items

this certainly echoes my experience and is why i start with syllabus annotation activities every semester

the fact that the open-ended responses are the only questions that ask about annotation is problematic - what can be gleaned from the likert items specific to annotation? research design limitation

what is "digital media and writing" as a construct to examine (measure) through these survey questions? too broad and not focused on SA, this is a drawback

the concern is certainly valid, though i'm not sure it's about technical skill and more about the socialization of "academic" writing - there's a nice resonance/tension here to the "everyday" writing that was previously by Yancey and colleagues

open-ended responses and qual data paired with likert items does not make this a mixed methods study

this is a writing convention thing, just give me a single table rather than all these pie charts and narrative - condense this

OK, there are a number of key methodological decisions we need to discuss re a student perception survey, all of which informed the work reported in Kalir et al (2020):

• survey items come from established constructs
• survey must include reliable measures
• what are results/limitations of other SA studies that use student perceptions surveys
• make the instrument available for others to use

GAH!!!!

wait what...? that's it with info about the survey instrument! OK FULL STOP.

How do we trust this survey? are these reliable measures? READ KALIR ET AL 2020 METHODS SECTION

ok, here we go... how were these items created? based on what constructs?

these are some nice anecdotes, descriptive and useful to help a reader understand social annotation in practice

this seems pretty scripted

touche

so much work! just use a LMS and pipe in Hypothesis - ensures student privacy, too... this approach seems a bit outdated and a rather heavy lift for instructors

this is my favorite part of the article so far - a clear pedagogical rationale for the use of social annotation aligned with intention to support students' peer-to-peer learning and textual analysis as a collaborative activity

to my knowledge you could just use H... and I'm getting snarky, because I'm biased. O'Dell really should have cited a few assessments of educational features of social annotation platforms as with:

• 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

And H doesn't do this better? i'm really confused by this choice

so why not mention private group affordances of Hypothesis.... ugh

what happened?

this should really read, "While Jeremy Dean at one point developed a project called 'Education Genius'..."

no, and this is really a disservice - to not mention private group annotations suggests public ("read by anyone") is a default - this is sloppy

no, not really > jeremy, where are you?!

i appreciate that she's leaning heavily on Wolfe (2008) but it's a bit outdated at this point... there's more useful lit to cite at this point

no! AHHHHHH!!!!!!

that does't make a study mixed methods. qual and quant data from a single source does not mean mixed methods

developed how? reliable measure? and do we get access to the instrument?

ugh

i don't need to imagine this... there's a lot missing from these paragraphs, unfortunately, to better describe and substantiate these claims

yeah, agreed - i could recommend some cites that actually concern annotation as collaborative learning ;)

yeah, we discuss this in Hollett & Kalir (2017)

yeah, that study isn't about annotation!

the affordances of proximity, that discussion is "anchored" in text as a discursive context

highlight, as a sole annotation practice, has pretty limited learning benefits

not necessarily - Jackson details many examples of readers annotating and then sharing their books - literally passing marked up copies around at fancy dinner parties - the parallel to contemporary social media practices is obvious

as many, like me, argue, annotation has often been social for centuries

agreed, yes

sure

secondary data source

prominent (only?) data source, important to study design and methods

ugh... educators aren't using Genius - talk to Jeremy about that ;)

goodness, this will be fun

"social annotation" is pretty established as a term... anyway

very curious about what this means

yup, sharp

scholars of so-called "informal" learning can certainly help to represent this type of everyday writing

hmmmm... ok...

yeah... i'm finding myself a bit disappointed in this as the key conclusive takeaway from an analysis about annotation

i find this analysis very thin and wonder why Tufekci's seminal book wasn't the entire anchor for this section - seems like a gimme, big opportunity missed here

surprised there isn't a discussion of Twitter as annotation. The literary critic Sam Anderson observed, a decade ago, that “Twitter is basically electronic marginalia on everything in the world: jokes, sports, revolutions.”

wondering about reference to Tufekci's Twitter and Teargas...

a decade ago... and yet "the protestor" was often not publicly celebrated ("anointed") in the same way following BLM protests in the wake of the murders of Taylor, Floyd, McClain...

again, very surprised this is coming so deep into the article

yes yes yes

yet in the case of a library book, that ownership is fleeting... we wouldn't argue that someone writing graffiti on a public wall - or a monument! - is taking ownership of the "text" (the wall, the statue). in those cases, they are establishing via annotation some form of presence, they may be writing/contributing to a counter-narrative, or they may be publicly marking as an indication of "reader response" (broadly defined)... but "taking ownership" seems too definitive to me especially if we're trying to make sense of annotation beyond the confines of a (cook)book

hmmm.... there's a lot to unpack here.

this is buried way, way too deep (per my annotation above). why foreground Witte's framework without a complementary discussion of heteroglossia, dialogism, and intertextuality?

this is really good, and a jump into digital margins with social annotation would make this analysis richer in my assessment

FYI that Jackson explicitly takes the stance that annotation is not a conversation with the author: "Writing marginalia is not so much akin to conversation or collaboration or correspondence as it is to talking back to the TV set—and readers like it that way.” I have a slightly different take on social annotation, especially because in some cases (though not many) an annotator might actually be in discussion with the author. Developments in open peer review are a great example of this. And Antero and I are really trying to blur the line of talking with/about/through the text (and the author) with our book.

gah... Jackson certainly mentions symbols, but she doesn't study them. here's my copy of Jackson p. 14:

not only does this read awkwardly, it's a 2020 pub! this pronoun use is driving me crazy

big point here: yancey and colleagues have yet to introduce notions of reader response in their discussion of annotation. and theories of reader response are certainly not specific to ed studies, given all the debates in the 70s and 80s (Fish, etc).

but she doesn't actually study these! which makes the jump to similar symbols in our digitally saturated lives (as with reactions/emoji on social media) harder to establish

absolutely an authoritative volume, though maybe not "the"... Jackson was very clear about bounding her analysis by time (from 1700 into the very beginning of the twentieth century) and also by what counts in her assessment as "marginalia" - the gloss, rubric, and scholium. Antero and I review Jackson in detail in our book, and i think it's important to qualify her stance before naming the book "the authoritative volume"

why wasn't "their" used?

huh? this is both obvious (to me) and also kind of irrelevant

i don't know... i often think of myself as a visitor, rather than as a citizen, when annotating a text - especially is there is an explicit social context (and certainly public accessibility) to the addition of notes

yeah, this is a common observation about annotation - i've certainly written like this/noted these dynamics before

this is kind of interesting... any discussion of what was happening in Panama in the 1970s?

ah interesting... used "textbooks" - that's the focus of Marshall's seminal 1997 study on annotation - she camped out in a university book store for four days and just documented annotation like this - her methods, though, were a bit more transparent and systemic (in my reading!)

i annotated this in college, for sure, so again, why this book?

curious what this means

this is great

marks of ownership and provenance are well-documented via annotation in medieval manuscripts

as they would, annotation establishes "associative trails" according to Bush (1945)

these are very different concepts in the learning sciences, see Banks et al LIFE report from early 2000s

whispers? empirically i'm not sure what this term accomplishes. and figuratively... doesn't the notebook kind of shout the everyday? or at least consistently document?

now that we know this detail, i'm even more confused about the selection criteria for this scene - why this notebook, why her... i think i've got a beef more with the acceptable methods of the field then i do with yancey and colleagues, anyway...

so annotation?

this is where my growing interest in annotation might work to help bridge the writing of social texts and discourses across digital/analog settings... i think the role of social media has helped erase much of this presumed divide - people carry their digital discourses wherever they move, we are tethered to and participating in "digital" discourses when standing in a park during a protest, and our in situ photographs of protestors (and their signs) are shared and circulated via social media (often a form of social annotation)... anyway, ramble over

i get that Witte provides the conceptual framework anchoring this study, and i now understand a bit more clearly about the selection criteria for the three scenes (though i can't shake the sense that three examples were selected because they were useful illustrative examples to prove the point), but i'm still not clear on how the examples will be "examined, analyzed, and interpreted"...? in many ed studies, the methods section will provide a model excerpt/sample of data and show (rather than tell) how specific analytic moves (as with coding, or some type of computational process) makes a viable claim that is empirically substantiated as a "finding" or a "result"

that's a nice way of characterizing annotation

i'm reading this as a more empirically-grounded research question

this has nice resonance with various ed theories popular in the learning sciences that emphasize the social and collaborative qualities of learning, the importance of broader social (and political) discourse, and an emphasis on learning as participation in various shared activities - ie learning is a social accomplishment

curious!

having reviewed both related lit and theory (that's how I would categorize the first two "movements" of this article), i'm very curious about the empirical qualities of this next section... first question, perhaps to be answered soon: how were these three "scenes" identified for inclusion and analysis? this is what ed researchers would call "selection criteria"

this is a great definition and purpose, and can be useful in guiding empirical aspects of our study (and certainly other ed studies more broadly)

maybe we should read Bakhtin

hmmmm... interesting framing of context.

from whose gaze? under what contexts of analysis? and how do these qualities shift over time?

so much emphasis on "civic writing" in ed, particularly among researchers who ascribe to an understanding of "connected learning." we ran an entire marginal syllabus (2017-18) about "writing our civic futures," and there's a lot of youth-oriented studies of civic writing (often via social media). not to mention all the research on mobile learning that also broadly accounts for "civic writing" (like youth writing their cities through mapping activities, thinking about Katie Taylor's research, Nate Phillips, etc)

a giant in ed research, wonderful to see her cited here

this is great - a direct bridge to literacy ed theory, research, and an understanding of practices

i've also been thinking about "monumental" writing a bit lately, too, though in the sense of actual monuments, and the types of social reading and annotation practices afforded by such public artifacts. case in point - a recent little adventure i had editing wikipedia.

i'm reminded of Piper's emphasis on reading as an "ecosystem" of meaning and that is it "our ability to layer--or more artisanally understood, to weave--different modes of communication with one another to give those same words a deeper, more profound meaning.” as for "ecology," that terms carries very different theoretical implications in the learning sciences as learners move across the settings of a "learning ecology" or make use of the relations and resources present in a "social learning ecology" to pursue their interests and participate in consequential learning activities (often outside of school)

this is one type of annotation i'm increasingly interested in - the note (handwritten sign) added to a text (bus stop) which is something that people collectively read (while waiting for the bus) and that also speaks to broader "texts" and discourses, in this case the bus boycott/civic rights/racial justice (also connected to paratext)

thinking of social media, as an "extracurriculum" in relationship to - often in tension with - formal schooling, and the various types of everyday writing (much of which is multimodal) that thrive on social media platforms

wonderful

why only scholars? shouldn't third graders understand, appreciate, and know how to "account for" the importance of their everyday writing, especially outside of formal school contexts?

i certainly agree with that!

why? this is an odd emphasis for me, at least when foregrounding the importance of annotation. annotations are anchored. they are attached to the text. and context really, really matters in order to read and make sense of the note added (not separated) from the text

the learning sciences would like to have a word. there's been much study over the decades about so-called "informal" learning, including the literacies that comprise "everyday writing" as consequential to learning (the New London Group's 1996 seminal piece is one such anchor text). plus the work of media scholars, like Henry Jenkins, also comes to mind.

definitely annotation, so much of social media and the daily habits of "engagement" are just notes added to texts ad infinitum

not sure this is annotation, unless we think of "text" from a post-structural perspective. i have been really interested recently in how public writing/reading becomes annotation, as with signs that are attached to public spaces (fences, buildings) and as with graffiti. anyway, there's important overlap between social reading and annotation, though the practices are distinct

yes, annotation, a note added to a text

Welcome to the 2021 Marginal Syllabus. This article by Dr. Latrise Johnson and Dr. Hannah Sullivan (congrats on your recent and successful doctoral defense!) is part of the third Literacy, Equity + Remarkable Notes = LEARN syllabus co-developed in partnership with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE), with support from Hypothesis.

Click "Show replies," below, to read more about the Marginal Syllabus.

We just wrapped up recording our webinar discussion with Latrise, and I shared this quote as one of my lasting takeaways. I'm curious: As an educator, what strategies do you use to invite students to write themselves into their learning landscapes?

How, if at all, might the margins of (digital) texts function as a literacy counterpublic, a space that enables writers to challenge authority through the social practice of annotation?

A related article by Sakeena Everett is her 2018 study "'Untold Stories': Cultivating Consequential Writing with a Black Male Student through a Critical Approach to Metaphor," that also appeared in RTE and was featured in the 2019-2020 Marginal Syllabus.

Watch our NWP CoLab webinar with partner authors Jennifer Turner and Autumn in conversation with Marginal Syllabus readers: https://youtu.be/9tKnAGXVglI

Another excellent text resonant with both Tamika's critique and Noble's book is Ruha Benjamin's Race After Technology. The book's first chapter, for example, details the automation of anti-Blackness and the intentional engineering of inequity that produces--in returning to Tamika's case--the racialized invisibility of Black dancers. And there's a powerful pedagogical implication here, too, given the ease with which Google Images has become the default archive used to support multimodal teaching and learning activities. As educators guide students to search via Google Images when making a digital collage or dream board, do educators also guide complementary discussion about what images appear, what images are excluded, and why?

This necessary "call to action" echoes the scholarship and advocacy of Dr. April Baker-Bell (a previous Marginal Syllabus partner author) whose recent book Linguistic Justice introduces and argues for an Antiracist Black Language Pedagogy that "must 1) center blackness; 2) confront white linguistic and cultural hegemony; and 3) contest anti-blackness."

This article is shared openly as part of the 2021 Marginal Syllabus

Anyone is welcome to publicly annotate this text and share annotations that spark conversation and deepen collective inquiry. In doing so, please consider how your annotations might elicit dialogue rather than deliver a soliloquy. Also, please remember that discussing educational equity may be a challenging and new experience for some people.

We welcome annotation that is:

• Civil. We can disagree. And when we do so, let’s also respect one another.
• Constructive. Share what you know. And build upon ideas that are relevant and informative.
• Curious. Ask honest questions and listen openly to responses.
• Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.

Welcome to the 2021 Marginal Syllabus. This article by Dr. Turner and Dr. Griffin is part of the third Literacy, Equity + Remarkable Notes = LEARN syllabus co-developed in partnership with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE), with support from Hypothesis.

Click "Show replies," below, to read more about the Marginal Syllabus.

money

Hi Scott ;)