Foregrounding the Margins: A Dialogue about Literacy, Learning, and Social Annotation

Authors

Lauren Zucker, Northern Highlands Regional High SchoolFollow
Jeremiah H. Kalir, University of Colorado DenverFollow
Michelle L. Sprouse, University of Michigan - Ann ArborFollow
Jeremy Dean, HypothesisFollow

Abstract

Annotation, or the addition of a note to a text, enables readers-as-writers to make their thinking visible. This article, which is structured as a dialogue among four literacy educators, discusses the potential for social annotation to transform literacy learning, assessment, and teacher education. Collectively, the authors argue for social annotation as a vital and transformative practice in hybrid and post-pandemic education. The authors reflect on their personal and pedagogical uses of annotation, sharing related resources for educators across K-12 and higher education contexts.

Recommended Citation

Zucker, Lauren; Kalir, Jeremiah H.; Sprouse, Michelle L.; and Dean, Jeremy (2021) "Foregrounding the Margins: A Dialogue about Literacy, Learning, and Social Annotation," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 10: Iss. 1, Article 10.
Available at: https://scholarworks.wmich.edu/wte/vol10/iss1/10