Although we did not get to present the panel discussion on social annotation we’d proposed for NCTE 2020, I’m thrilled to share this article I co-authored with Jeremiah H. Kalir, Michelle L. Sprouse, and Jeremy Dean on literacy, learning, and social annotation (“Foregrounding the Margins: A Dialogue about Literacy, Learning, and Social Annotation”). We joined forces as a group of teacher-researchers who use social annotation in various K-12 and higher education contexts.
When the NCTE convention’s unplanned shift to an all-virtual format resulted in the cancellation of many previously accepted sessions, the editors at Teaching/Writing put out a brilliant call for manuscripts to capture some of the ideas that couldn’t be shared at the conference. [ . . . ]