![]() ![]() Digital marginalia as such requires a redefinition or at least expanded understanding of what is traditionally meant by the act of “annotation.”īilly Collins’ poem “Marginalia” outlines various ways that people have annotated throughout history, including in formal education contexts. This becomes especially true when annotation is brought into the relatively public and collaborative space of social reading online. ![]() But annotation can also be a kind of end in itself, or at least more than a rest-stop on the way to intellectual discovery. As marginal note-taking it often is the basis for questions asked in class discussion or points made in a final paper. This will be the first semester during which Hypothesis has an active education department and so in the spirit these first days of the school year, I thought it might be worth exploring what we really mean when we say, “annotate.”Īnnotation is typically perceived as a means to an end. Though relatively new to Hypothesis, I’ve been making this pitch for a few years now, but in conversations with educators of late I’ve come to realize that we often mean different things by the word “annotate.” Annotation connotes something distinct in specific subject areas, at different grade and skill levels, and within certain teaching philosophies. It’s back-to-school season and I find myself once again encouraging teachers to discuss course readings with their students using collaborative web annotation technologies like Hypothesis. ![]()
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