Social annotation: Promising technologies and practices in writing
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2023-09-14
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Abstract
The act of annotation is intimately associated with reading, thinking, writing, and learning. From book marginalia to online commentary, this centuries-old practice has flourished in contemporary educational contexts thanks to recent advances in digital technologies. New computational affordances, social media platforms, and digital networks have changed how readers-as writers-participate in acts of annotation. Of particular interest is social annotation (SA), a type of learning technology that enables the addition of notes to digital and multimodal texts for the purposes of information sharing, peer interaction, knowledge construction, and collaborative meaning-making. This chapter reviews prominent SA technologies, functional specifications, key products, and insights from research, with particular attention to the use of SA in writing studies and composition. The chapter concludes by discussing implications for writing studies and suggests SA technologies can make a critical impact on student reading and writing practices.
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Scholars@Duke
Remi Kalir
Remi Kalir, PhD, is Associate Director of Faculty Development and Applied Research at Duke University Learning Innovation & Lifetime Education.
He is the author of two books published by MIT Press: Re/Marks on Power: How Annotation Inscribes History, Literacy, and Justice (2025) and Annotation (2021).
Much of Kalir's research—which spans literacy education, the learning sciences, and teacher education—examines how annotation facilitates social, collaborative, and justice-directed learning. His scholarship has appeared in the Journal of Literacy Research, Information and Learning Sciences, Research in the Teaching of English, Distance Education, English Journal, and English Leadership Quarterly, among other journals. His writing about the social significance of annotation has also appeared in The Hechinger Report, We Need Diverse Books, LSE Impact Blog, and Commonplace, among other outlets.
Kalir's research has been supported through multiple positions and projects, including as Scholar in Residence with Hypothesis (2020-21), OER Research Fellow with the Open Education Group (2017-18), and as a National Science Foundation Data Consortium Fellow (2016).
Prior to joining Duke, Kalir was Associate Professor of Learning, Design, and Technology at the University of Colorado Denver School of Education and Human Development. He earned his PhD in Curriculum and Instruction from the University of Wisconsin-Madison.
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