Comment by onewheeljoe:

For example, we might simply ask that each participant refrain from using hashtags as a final thought because that is a form of sarcasm or punchline that can be misconstrued or shut down honest debate or agreeable disagreement.

We could ask respondents to reply to any comment that they read twice because of tone to use "ouch" as a tag or a textual response. The offending respondent could respond with "oops" in order to preserve good will in an exchange of ideas.

Finally, the first part of a flash mob might occur here, in the page notes, where norms could be quickly negotiated and agreed upon with a form of protocol.

Comment by onewheeljoe: This reminds me of Paul Allison's LRNG playlist in which youth have to choose keywords associated with their own inquiry questions.

Part of the LEARN: Marginal Syllabus, Spring 2021

Resources:

• “You Can Still Fight”: The Black Radical Tradition, Healing, and Literacies - LEARN Marginal Syllabus
• https://www.youtube.com/watch?v=QHw6bi_gnxU
• Annotations on the video can be found here: https://docdrop.org/video/QHw6bi_gnxU/
• cross reference additional annotations in the National Writing Project Group

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 are the world making pedagogies educator communities might design and support?

The business models and leadership frameworks that support such manufacture and transmission seem to be an oppressive byproduct of disconnected systems. The disposition that we hope to foster among teachers involves a support of teacher agency and decision making that can disappoint those business models and leadership approaches.

How can poetry can be healing? How might teachers find a balance between naming systems of oppression, supporting the healing that is necessary daily, and fostering agency through literacies?

The two oppressive forces this introduction is concerned with: policing and the disproportionate harm to Black people during the COVID-19 pandemic. This is a weighty backdrop for a journal issue.

Maybe relevant for @RemiKalir? Before #IAnno21, stumbled into this because a project @UniLivLibrary/@UniLivPress elected to use @ManifoldApp... instead of @Pressbooks.

In the public layer of this annotated text (login to find the annotatable public layer), colleague Molly Robbins annotates this phrase and writes "I have started wondering if when students say they are tired of reading 'books about race' if they are actually tired of books that do not show joy steeped in a radicalized story?"

In our author discussion, Ebony responds to this by sharing books about race that are steeped in joy and in radicalizing stories ... see the section of the discussion here:

https://youtu.be/1ljXV0JlnYM

To hear more of Ebony's recommendations, follow her on social media https://twitter.com/Ebonyteach

As a white male teacher, should I aim to vocal and welcoming about issues of race? My sense is that I should but usually the vocal part is best handled by asserting the importance of authors of color, contemporary and historical.

I love this inquiry question because it seems to me that it can be revised for teachers to think about the way these dilemma's impact their classrooms, practices, and students.

A frame like this seems to have a lot of utility for teachers who see navigating discussions of race as a area of praxis. How might a ___ teacher name race and state its importance if students were ___?

This seems like a pivotal moment where the student is attempting to articulate a positive rationale for why an author would include the word in a written work.

Ebony makes the point that teachers can learn a great deal from looking back at their attempts to navigate these types of complex issues. This instance is illustrative, to me, of the power of having these kinds of interactions documented for teachers to think about when they're not having to navigate all the classroom dynamics.

I think this is an issue to meditate on. I've heard so many perspectives about the issue of the n-word in texts, and in use in classrooms. The word impacts students differently, to be sure, traumatizing some and silencing many, and schools' efforts to norm its use are fraught with complexity. School rules are places that don't navigate complexity well, but our classrooms must be. Knowing when and how to introduce perspectives like Ta-Nehisi Coates' is more art than science from a pedagogy standpoint. It requires a teacher to "read the room," and "read the school."

https://www.youtube.com/watch?v=QO15S3WC9pg

These two registers are interesting to think about, especially as they relate to the implications for teacher planning. What I want to communicate about race, or a text that surfaces issues of race, is a really different consideration than how I want to negotiate norms and support a conversation that ensures a measure of safety for participants.

Race as an issue is inescapable, now more than ever. Unfortunately, in our schools and curricula, race conversations are very escapable. We have so many ways of slipping out of equity conversations.

Again, I'm drawn to the word "complex" because of its repeated use and the way it resonates for me. These issues are complex because the relationship between cause and effect are so unpredictable. The rest of this paragraph does a nice job of illustrating why.

I was fascinated to learn about these paradoxes. I am always interested when educators and research reference complexity, which this article does quite a bit. To me, complex issues defy "best practices" that often take the shape of prescriptions by the time they get to practicing teachers. Instead, I think that complex issues require safe-to-fail experiments.

I can reflect on the ways I've created "safe to fail" spaces for me to talk about race with students and for students to share their growing and shifting perspectives about race with each other. I think there are approaches that have felt successful for me, but no recipes that will be guaranteed to work for someone else.

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.

Data Driven Instruction is such a force in schools here in the Denver area where I teach. I've seen instances where schools are so hungry for data that they push out hastily created writing assessments with no real concern for how the writing tasks are presented to the students. When students don't engage or aren't given the time to write as well as they can, the numerical scores the writing earns, lumped together in satisfyingly clean spreadsheets, drive a newfound sense of "urgency" among school leaders to "close gaps." This vicious cycle deficitizes writers and numbs teachers in my experience.

I think it is so important to interrogate the concept of "best practices." This article does a nice job of contrasting dominant practices or trends in the teaching of English Language Arts with the decisions made by a teacher who wants to foreground writing by writing with students. The author's stance is all the more important because she's committed to exploring Blackness with her Black students.

There is so much our schools need to unlearn in order to be the sites of learning and growth we want them to be. This is a heavy but valuable list.

I appreciate the "pedagogical recycling" here. In this case, Johnson is repurposing an assignment she discovered in a professional text in order to research the equity-driven inquiry question driving her practice. It is all the more powerful because of the student work which illustrates to some degree the engagement of the young writers.

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.

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

This session was an important fertile ground for this critique. It seems to me that the dream boards shared by Jennifer and Autumn, along with the stories the researchers shared, acted as a counter narrative to the picture created by Google image searches.

This establishes a clear need for educators to help develop counter narratives in order to challenge a discouraging picture of the future for Black girls.

The approach that Jennifer and Autumn used with Tamika and Malia is inspiring. To me it seems like this design session and the conversation that accompanied it really suggest some powerful ways of listening to the dreams of young people.

Noticing this work of making visible both the present and the future alongside each other.

I was thinking about Noble's work too because she begins with the distressing story of searching for "black girls" online and how this started her deeper inquiry.

Here are a few words from Noble about this book where she surfaces some of the key questions here: https://www.youtube.com/watch?v=6KLTpoTpkXo

What are the implications for us as educators? For youth women like Malia and Tamika?

I was thinking about Noble's work too because she begins with the distressing story of searching for "black girls" online and how this started her deeper inquiry.

Here are a few words from Noble about this book where she surfaces some of the key questions here: https://www.youtube.com/watch?v=6KLTpoTpkXo

What are the implications for us as educators? For youth women like Malia and Tamika?

I noticed this and thought it was interesting; a powerful connection across language and understandings of literacy that has important implications I think for how we relate and interact with each other in the world. Makes me want to reflect on the how Black Girl Literacies, in particular, might underscore and highlight these connections and the implications for shifting power dynamics in schools.

I really appreciated hearing from the authors about their research and the ways that their own lives interact and intersect with this work. Join us for a broadcast of this discussion on March 2nd via Facebook.

I love that Jennifer and Autumn also created their own boards and shared them with Tamika and Malia. The questions that followed are a lovely example of the power of doing this.

Writing alongside each other, and sharing our writing, is a powerful way to support literacy learning and dialogue and a core writing project practice. It is powerful to see this practice within the research here.

Here is another important statement about literacy learning that stood out to me in the way it reaches beyond text as well as school boundaries; what are the implications for us as literacy educators?

Here is another important statement about literacy learning that stood out to me in the way it reaches beyond text as well as school boundaries; what are the implications for us as literacy educators?

I love that Jennifer and Autumn also created their own boards and shared them with Tamika and Malia. The questions that followed are a lovely example of the power of doing this.

Writing alongside each other, and sharing our writing, is a powerful way to support literacy learning and dialogue and a core writing project practice. It is powerful to see this practice within the research here.

I really appreciated hearing from the authors about their research and the ways that their own lives interact and intersect with this work. Join us for a broadcast of this discussion on March 2nd via Facebook.

This focus on the multimodal spaces where youth, and specifically Black Girls, engage is essential as it again pushes us to think across the spaces where youth create - many of which are outside of school - when considering what we mean by literacy learning and literacy teaching in the first place.

A powerful linkage here that makes me consider the ways literacy education is connected way beyond the school and throughout one's life.

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.

As schools are obsessed with data, this contention seems well supported by all kinds of data. I'm thankful that this piece provides guidance about how to take on the inequities that persist in schools in the form of curricular biases and practices rooted in white supremacy.

Extend the conversation from this session: Join us in an annotated conversation on readings related to Cruz Medina's session, including:

• "Santa Fe Spotlight: Multimodal Writing in the Digital Age" with contributions from Cyrus Dudgeon and Claire Abisalih
• Racial Shorthand: Coded Discrimination Contested in Social Media edited by Cruz Medina and Octavio Pimentel

A great example of multimodal rascuache thinking from Cyrus Dudgeon:

https://www.youtube.com/watch?v=6K9ngh8XFFU

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

Extend the conversation from this session: Join the Marginal Syllabus community in an annotated conversation on readings related to this session.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

Extend the conversation from this session: Join the Marginal Syllabus community in an annotated conversation on readings related to this session.

Need help getting started with social annotation? See a short guide to engaging in events with Hypothesis social annotation.

This is a fantastic article, published in a journal that includes social annotation as core functionality.

Great resource for shaping "brave writing" experiences for educators and/or students.

And when meaning making is not messy, by means of what process is it "cleaned up"? This has me thinking that "ordered" or "clean" learning is maybe always less, or at least less authentic, learning.

"Pile of Covered Books" by Ryan Adams

Visit the post announcing this MS reading that also links to the annotated text of "Miles Morales: Spider-Man and Reimagining the Canon for Racial Justice".

This has me thinking about how social annotation performs a kind of "estrangement" that maybe breaks down boundaries between the creation/publication and the reception/reading of texts when words from the authors and readers intermix in the same experience.

oh! Annotation is brave because it is "first draft thinking"!

Just heard this from another MS participant too: finding a community of other people out there who share my experience and concerns when that is sometimes hard to find "locally".

Epiphany! Social annotating while reading brings to READING a stance I try to have when WRITING: considering an audience. Do I read differently when my annotations mean my reading has an audience?

Hypothesis is deeply supportive of the Marginal Syllabus community and activities!

I wasn't expecting this third meaning for "marginal"...and its unexpectedness maybe illustrates its power: finding ways to advance professional development/community learning in environments that may not support the exploration of specific views and topics.

This is a success story? Two dead, another shot and the SRO also firing shots?

How can this be seen as anything but an imbalance in priorities? If schools are so dangerous that their security has to be a higher priority even than student mental or physical health, we have a much bigger problem than police in schools can fix.

I ask my students to respond to reading using Says Means Matters charts. I like them as a flexible tool that provides an opportunity to speak to the text's relevance to their lives. Here's an example of how I model the practice.

I love this modeling of allowing it to be less than perfect and embracing that these are skills to be learned through failing and refining our skills, rather than something that is perfect right away. Tolerance of confusion is such an important skill (for many grown-ups, too!).

As a white woman, I have appreciated conversations that require looking at whiteness to understand racism and to support being anti-racist: https://educatorinnovator.org/marginal-syllabus-2019-20-november-whiteness-is-a-white-problem-whiteness-in-english-education/ … This article talks about a second wave of whiteness studies which has intrigued me and I note that I still need to learn more about.

What does it mean to me to be white? How does that inform my identity? And what danger am I willing to put that identity in? How do I hold dearly to that identity? Why?

This student is pushing back on the content and the critical lens. It is interesting that Sarigianides saw her as "resistant."

I appreciate the stance Sarigianides takes and the scholarship behind it. She is surfacing negative stereotypes about youth and deconstructing them with youth. There is a layer of complexity to this work in the schoolhouse, too. Adults and teens interacting in schools have to negotiate norms across a range of interactions and power dynamics. How does her position as a professor and researcher give her a necessary distance from the daily interactions? Does that distance obscure her view of teens?

This is an important consideration in instructional design. What are some ways we can build on youth assets in our teaching?

This strikes me as a powerful example of agency in the way that Nicole seems to take on this charge beyond school and bring these ideas and her thoughts to her larger community context.

Such provocative questions. I think the connection to literacy studies is particularly interesting vis a vis the use of YA Literature in classrooms; also from a Writing Project perspective I'm interested in this work from a youth writing experience too.

In the discussion we had with Sophia, she talks about this more, ie. how there is a genre of YA Lit that is really written primarily by adults. And the tensions inherent in that and questions this raises. While still loving much about YA, it seems like a really important thing to raise.

https://www.youtube.com/watch?v=HqWd5ouAud0&feature=emb_title

Highlighting this kind of advocacy work related to what we can see the youth thinking and talking about in this article; really interested in the ways youth can take action here too.

Our thanks to partner author Sophia Sarigianides for contributing to the 2019-20 Marginal Syllabus! Dr. Sarigianides' bio is included at the end of this article.

Annotation is a form of conversation.

Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

Consider how your annotations might elicit dialogue rather than deliver a soliloquy.

Author annotations that open spaces for other people and multiple perspectives.

Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. 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.

If you are joining a Marginal Syllabus conversation for the first time, or if you are using Hypothesis to annotate for the first time, here are a few useful notes and resources:

• [Why annotate?] (https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf) Michelle King of the Western Pennsylvania Writing Project explores the “whys” of annotation with a focus on convening and curating dialogue, playing and noticing, and co-authoring professional learning.
• Here’s how to get started with Hypothesis and a great collection of education resources
• Are the margins getting crowded? Here’s how to join an annotation conversation with crowded margins
• Want to annotate privately within a group? You’re very welcome to use this article for private conversation, so here’s how to create a private Hypothesis group

Welcome to the 2019-20 Marginal Syllabus and our May conversation! This is the seventh article we will read and publicly annotate as part of "Literacy, Equity + Remarkable Notes = LEARN." Our reading is part of the second LEARN syllabus co-developed in partnership with the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and Hypothesis. The Marginal Syllabus sparks and sustains public conversation about educational equity through collaborative technologies and partnerships. What's "marginal" about the Marginal Syllabus? We partner with authors whose writing is contrary to dominant education norms, we read and annotate in the margins of online texts, and we discuss educational equity using open-source technology that’s marginal to commercial edtech.

Chris Rogers's tested out his Morlocks analogy for underground writers in our Educator Innovator webinar. 2 minute, must-watch clip. https://youtu.be/NCRaLMIKKSQ

Antero Garcia and I have authored a book about annotation titled "Annotation" that is forthcoming from the MIT Press. We reference this speech by Morrison in the beginning of our chapter that examines the ways in which annotation provides information. Here's the opening of that chapter:

"In 1993, Morrison was awarded the Nobel Prize in Literature for 'novels characterized by visionary force and poetic import.' In her Nobel Lecture, she noted how language, whether spoken or written, can limn, or describe and detail, life. Derived from the Latin illuminare, meaning to 'make light' or 'illuminate,' limn has been used throughout literary history to generally describe—and convey the literal illustration of—a manuscript. One affordance of annotation is that it enables readers and writers to limn, or describe, their texts. In doing so, how does such annotation provide information?"

If you are joining an annotation conversation for the first time, or if you are using Hypothesis to annotate for the first time, here are a few useful notes and resources:

• [Why annotate?] (https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf) Michelle King of the Western Pennsylvania Writing Project explores the “whys” of annotation with a focus on convening and curating dialogue, playing and noticing, and co-authoring professional learning.
• Here’s how to get started with Hypothesis and a great collection of education resources

What stands out to you in this story?

What does that mean to you?

Why does this matter to you? Why should it matter to others?

If you are joining an annotation conversation for the first time, or if you are using Hypothesis to annotate for the first time, here are a few useful notes and resources:

• [Why annotate?] (https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf) Michelle King of the Western Pennsylvania Writing Project explores the “whys” of annotation with a focus on convening and curating dialogue, playing and noticing, and co-authoring professional learning.
• Here’s how to get started with Hypothesis and a great collection of education resources

If you are joining an annotation conversation for the first time, or if you are using Hypothesis to annotate for the first time, here are a few useful notes and resources:

• [Why annotate?] (https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf) Michelle King of the Western Pennsylvania Writing Project explores the “whys” of annotation with a focus on convening and curating dialogue, playing and noticing, and co-authoring professional learning.
• Here’s how to get started with Hypothesis and a great collection of education resources

What stands out to you in this reflection?

What does that mean to you?

Why does this matter to you? Why should it matter to others?

These chaotic situations amplify the inequities that are there every day.

This "weird mood" is probably the mark of consequential work that will help open the eyes of White students and also open communication channels between these kiddos as they move on to high school.

This sounds like a safe and necessary conversation for both students. I want this for White students- the chance to know that their preconceived notions can be hurtful. This allows them to be allies rather than be defensive about their misconceptions.

This questioning highlights for students the pressures they're under that they might not be conscious of. What a great use of a text, showing students how they probably find it challenging to do the right thing and stand up against oppression.

I appreciate the insight into classroom practice. This is an activity I can adopt and adapt.

This is something for students to be grateful for, and a privilege for them to unpack. This is something worth collectively making meaning of.

This stance makes such a powerfully positive assumption about students' ability to grasp and respond to contemporary issues of inequity.

Our thanks to partner authors Ashley Boyd and Jacinda Miller for contributing to the 2019-20 Marginal Syllabus!

Annotation is a form of conversation.

Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

Consider how your annotations might elicit dialogue rather than deliver a soliloquy.

Author annotations that open spaces for other people and multiple perspectives.

Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. 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.

If you are joining a Marginal Syllabus conversation for the first time, or if you are using Hypothesis to annotate for the first time, here are a few useful notes and resources:

• [Why annotate?] (https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf) Michelle King of the Western Pennsylvania Writing Project explores the “whys” of annotation with a focus on convening and curating dialogue, playing and noticing, and co-authoring professional learning.
• Here’s how to get started with Hypothesis and a great collection of education resources
• Are the margins getting crowded? Here’s how to join an annotation conversation with crowded margins
• Want to annotate privately within a group? You’re very welcome to use this article for private conversation, so here’s how to create a private Hypothesis group

Welcome to the 2019-20 Marginal Syllabus and our April conversation! This is the sixth article we will read and publicly annotate as part of "Literacy, Equity + Remarkable Notes = LEARN." Our reading is part of the second LEARN syllabus co-developed in partnership with the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and Hypothesis. The Marginal Syllabus sparks and sustains public conversation about educational equity through collaborative technologies and partnerships. What's "marginal" about the Marginal Syllabus? We partner with authors whose writing is contrary to dominant education norms, we read and annotate in the margins of online texts, and we discuss educational equity using open-source technology that’s marginal to commercial edtech.

The Marginal Syllabus sparks and sustains public conversation about educational equity through collaborative technologies and partnerships. What's "marginal" about the Marginal Syllabus? We partner with authors whose writing is contrary to dominant education norms, we read and annotate in the margins of online texts, and we discuss educational equity using open-source technology that’s marginal to commercial edtech.

The 2019-20 Marginal Syllabus is titled "Literacy, Equity + Remarkable Notes = LEARN" and was co-developed in partnership with the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and Hypothesis.

important that this youth-led participatory action research was aligned with and supported by more formal curricular standards (state, federal)

The feedback loop here is important. In this case the adequacy is in large part due to the stance of the teacher. This written work, according to Everett, was ungraded. It also involved a teacher who was "geeking out" with metaphors while asking students to take risks while writing metaphors. There is a lot of support and safety in this loop.

Our failure to approach Black male students with an asset focus and an inquiry stance probably contributes to the number of students who turn their backs on school, or understandably walk away when schools oppress them.

This text was the focus of another Marginal Syllabus conversation in February of 2019. https://educatorinnovator.org/learn-with-marginal-syllabus-february-when-school-is-not-enough-understanding-the-lives-and-literacies-of-black-youth/

These kinds of literacies help us challenge and change systems. I'm struck by the way schools trumpet the successes of students like Shawn, which allows them to maintain the status quo, even as students like Shawn decry the injustices they face at school.

I'm struck here by two things:

1. She's empowering oppressed learners and rejecting notions of pedagogy that position students as receptacles to be filled.
2. She's diving deep into metaphor while teaching with metaphor.

Annotation is a form of conversation.

Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

Consider how your annotations might elicit dialogue rather than deliver a soliloquy.

Author annotations that open spaces for other people and multiple perspectives.

Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. 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.

Our thanks to partner author Dr. Sakeena Everett for contributing to the 2019-20 Marginal Syllabus! This is the second time that Dr. Everett has joined the Marginal Syllabus as a partner author, having previously done so during the 2017-18 Writing Our Civic Futures syllabus - please also read her co-authored article, and the associated annotation conversation, about pedagogies of healing and critical media literacy. Dr. Everett's bio also appears at the end of this article.

If you are joining a Marginal Syllabus conversation for the first time, or if you are using Hypothesis to annotate for the first time, here are a few useful notes and resources:

• [Why annotate?] (https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf) Michelle King of the Western Pennsylvania Writing Project explores the “whys” of annotation with a focus on convening and curating dialogue, playing and noticing, and co-authoring professional learning.
• Here’s how to get started with Hypothesis and a great collection of education resources
• Are the margins getting crowded? Here’s how to join an annotation conversation with crowded margins
• Want to annotate privately within a group? You’re very welcome to use this article for private conversation, so here’s how to create a private Hypothesis group

Welcome to the 2019-20 Marginal Syllabus and our March conversation! This is the fifth article we will read and publicly annotate as part of "Literacy, Equity + Remarkable Notes = LEARN." Our reading is part of the second LEARN syllabus co-developed in partnership with the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and Hypothesis. The Marginal Syllabus sparks and sustains public conversation about educational equity through collaborative technologies and partnerships. What's "marginal" about the Marginal Syllabus? We partner with authors whose writing is contrary to dominant education norms, we read and annotate in the margins of online texts, and we discuss educational equity using open-source technology that’s marginal to commercial edtech.

YES.

I loved reading this book. I read this book during my Red Cedar Writing Project Summer Institute, in 2005. It is not a stretch to say that it absolutely changed the way I saw the world. It was the lens through which I considered everything.

This is SO. MUCH. DATA. Incredible research described here!

This is the best when it happens <3

Should we crowdsource links to the readings included in Appendix B?

I am connecting to this due to my background in Educational Technology teaching and research: the metaphors we use when discussing technology can be really instructive and fruitful, and there is a whole thread of Ed Tech research that involves metaphor.

All of that to say: metaphors aren't just an "English" thing and I completely agree they are much more than a literary device.

Consequential Writing:

• developed by communities
• developed for communities
• developed with communities
• encourages justice-oriented action
• community members actively shape community goals

(I had to slow this down for myself to get a sense of it before I could go on. This term is new to me.)

For more on this notion, this website had a good overview:[(https://socialresearchmethods.net/kb/qualitative-validity/)] "Transferability refers to the degree to which the results of qualitative research can be generalized or transferred to other contexts or settings. From a qualitative perspective transferability is primarily the responsibility of the one doing the generalizing. The qualitative researcher can enhance transferability by doing a thorough job of describing the research context and the assumptions that were central to the research. The person who wishes to “transfer” the results to a different context is then responsible for making the judgment of how sensible the transfer is."

YES.

This reminds me of the shift from discussing the 'achievement gap' to the 'opportunity gap.' I wonder how this phrase meets the standards that Tuck is laying out for us here? For more: click here [(https://www.wbur.org/onpoint/2019/09/09/achievement-gap-opportunity-education-schools-students-teachers)]

This resonates with me. I remember feeling this way about the school in which I taught as an early career teacher.

Love this sentence .... it captures the heart of this piece, for me

"Engaging in fostering an enduring love for place reveals and expands spaces that allow people to be participants in an optimistic endeavor."

Interesting, the verb tense here. It caught my attention that "would" is used instead of "will" and maybe that is due to the way the prompt has been framed. Would suggests maybe. Will suggests happening.

I love reading these kinds of student reflections, where they grasp the larger picture of the art they are creating, and the purpose for creating the art. Their journal writings can surface important thinking and learning.

Groove ... https://www.youtube.com/watch?v=90NiJ5WI9cU (adding some soundtrack to the margins)

More from Danielle is published at the NWP The Current. She also curated this collection Textual Power on Our Own Terms: Remixing Literacy in Out-of-School Spaces

https://www.youtube.com/watch?v=_vLBnFk-OFc

Trying to learn more about Praisesongs as a concept

This seems an important passage here, an anchor to the project

Is this a nod to the power structure? Who has political capital and agency and who does not? The first step in enacting change is noticing the disparities ...

This phrasing intrigues me, in how music and composition offers another way to view, and maybe appreciate -- or maybe be more critical, too -- of a place that is often to familiar to really notice anymore. I am thinking of how we give our students some creative distance from where they are, in order to see it anew. Maybe then, to make change.

Going off to listen to some tracks from Verses before coming back to read more

https://soundcloud.com/user-586734206

There is something powerful and inspiring that a kid of the city still loves the city, and not just does work to support other kids in the city, but writes a poem about it.

https://www.youtube.com/watch?v=K4dx42YzQCE

Jack White's project https://www.youtube.com/watch?v=IqgTXiEpuWk

New genres as forms of composition have the potential to recast the writing we ask youth to do in academic spaces. Many new forms are digital, this seems to privilege paper, pencil and music instruments as part of social writing aided by teaching artists.

This phrasing is so vital because of the way it focuses on the assets of youth. Schools can do a way better job of identifying the strengths of writers by asserting at the outset that they have many strengths.

There is resonance for me here with a previous #marginalsyllabus reading from 2019 titled "Cultivating Urban Literacies on Chicago’s South Side through a Pedagogy of Spatial Justice," by Andrea Vaughan, Rebecca Woodard, Nathan C. Phillips, and Kara Taylor.

https://educatorinnovator.org/learn-with-marginal-syllabus-april-cultivating-urban-literacies-on-chicagos-south-side-through-a-pedagogy-of-spatial-justice/

I love the active and creative possibilities in this naming.

This focus on relationships in multiliteracy work feels so important. Where are some other places we see these connections being fostered?

Important connection back to previous #marginalsyllabus conversations about reimagining literary canons.

Strikes me as similar to taking an appreciative inquiry stance in teacher inquiry.

I love these questions as they really honor youth experience and perspective.

Our thanks to partner authors Vaughn W. M. Watson and Alecia Beymer for contributing to the 2019-20 Marginal Syllabus! Brief bios for each partner author are included at the end of the article

Annotation is a form of conversation.

Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

Consider how your annotations might elicit dialogue rather than deliver a soliloquy.

Author annotations that open spaces for other people and multiple perspectives.

Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. 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.

If you are joining a Marginal Syllabus conversation for the first time, or if you are using Hypothesis to annotate for the first time, here are a few useful notes and resources:

• [Why annotate?] (https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf) Michelle King of the Western Pennsylvania Writing Project explores the “whys” of annotation with a focus on convening and curating dialogue, playing and noticing, and co-authoring professional learning.
• Here’s how to get started with Hypothesis and a great collection of education resources
• Are the margins getting crowded? Here’s how to join an annotation conversation with crowded margins
• Want to annotate privately within a group? You’re very welcome to use this article for private conversation, so here’s how to create a private Hypothesis group

Welcome to the 2019-20 Marginal Syllabus and our February conversation! This is the fourth article we will read and publicly annotate as part of "Literacy, Equity + Remarkable Notes = LEARN." Our reading is part of the second LEARN syllabus co-developed in partnership with the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and Hypothesis. The Marginal Syllabus sparks and sustains public conversation about educational equity through collaborative technologies and partnerships. What's "marginal" about the Marginal Syllabus? We partner with authors whose writing is contrary to dominant education norms, we read and annotate in the margins of online texts, and we discuss educational equity using open-source technology that’s marginal to commercial edtech.

Thank you for so eloquently and simply stating this. I think that your distillation of what teaching for social justice means to you might push others to identify the values that are important to them in relation to to SJE. And what a great job you have done at honoring those values in your teaching.

I love the community and the collaboration here. It is a brilliant way to leverage the collective while also encouraging the individual.

I am curious as to how this was navigated as a group. What if some students were ready to call it quits whereas others were wanting to go further.

Here are ways to reach author Alex Corbitt:

Twitter: https://twitter.com/alex_corbitt?lang=en

Website: https://www.alexcorbitt.com/

Back to design ideas (per my last annotation); what occurs to me here is that because the author focused on procedures first, there was room for the students to ideate as well on the procedures that served them and their needs. This goes hand in hand with designing for developing a community of curiosity and care (and also makes me connect back to Nonviolent Communication)

I love this. It might be that the idea here is rather than start with the curriculum/assessment (via UbD); you are rather designing using a Design Thinking frame which emphasizes observation and empathy as the first step. After all, we are a community of learners, not teachers of standards.

I appreciate the honesty here ... I wonder if you received any pushback or interest from administrators or parents? Did you have to justify your shift? (I am thinking of schools where the curriculum is mandated a certain way and how to help us all take steps in the direction you are outlining here)

Any of it online anywhere for viewing?

Ha! Subversive distribution!

Are these available for wider viewing anywhere?

I'm curious about how this discovery and curation of related materials was done by students ....

I can imagine both responses. We're teaching in a time of standardized testing, where our students/children are too often being taught that the right answer is the only answer, so freedom and flexibility feel strange to them. "Tell me what to do" is the underlying mantra. Opening up the classroom to student input and agency (thinking: Project-based Learning) creates excitement in some, and anxiety in others.

This is the power of time and inquiry, and room to reflect. I'm thinking of how hectic and harried a teacher's life can be, and how quickly we lose track of the most important moments. Writing can surface some of those events and give us a bit of breathing room to realistically examine our actions, and how we might make change for the future. (this writing space is what makes NWP sites so important, in my experience)

That's quite a dramatic moment, for sure ... when that realization hits ... it demonstrates the power that the teacher has over what students are exposed to ...

This is such important time. I am struck by the focus here on working together as educators to think through how to support what youth need in the classroom in relation to what is happening in the wider society.

I appreciate the ways Alex highlights the ways he learns from his students.

This is powerful to me. I appreciate Alex's storytelling and reflection here. His discontent with his own teaching is an epiphany that carries with it a lot of vulnerability. I love how it becomes a springboard for more flexible, responsive approaches.

It helps me reflect on my own teaching: What are all they times I've wanted to be proud of my instruction but something about the dynamics of it seemed off? As a designer of instruction in my own classroom, what are some times where the inequity of a situation struck me and prompted me to change, even though I had checked many boxes of the elements of good instruction?

Annotation is a form of conversation.

Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

Consider how your annotations might elicit dialogue rather than deliver a soliloquy.

Author annotations that open spaces for other people and multiple perspectives.

Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. 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.

Our thanks to partner author Alex Corbitt for contributing to the 2019-20 Marginal Syllabus! To learn more about Alex visit: https://www.alexcorbitt.com/

If you are joining a Marginal Syllabus conversation for the first time, or if you are using Hypothesis to annotate for the first time, here are a few useful notes and resources:

• [Why annotate?] (https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf) Michelle King of the Western Pennsylvania Writing Project explores the “whys” of annotation with a focus on convening and curating dialogue, playing and noticing, and co-authoring professional learning.
• Here’s how to get started with Hypothesis and a great collection of education resources
• Are the margins getting crowded? Here’s how to join an annotation conversation with crowded margins
• Want to annotate privately within a group? You’re very welcome to use this article for private conversation, so here’s how to create a private Hypothesis group

Welcome to the 2019-20 Marginal Syllabus and our January conversation! This is the third article we will read and publicly annotate as part of "Literacy, Equity + Remarkable Notes = LEARN." Our reading is part of the second LEARN syllabus co-developed in partnership with the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and Hypothesis. The Marginal Syllabus sparks and sustains public conversation about educational equity through collaborative technologies and partnerships. What's "marginal" about the Marginal Syllabus? We partner with authors whose writing is contrary to dominant education norms, we read and annotate in the margins of online texts, and we discuss educational equity using open-source technology that’s marginal to commercial edtech.

"What I am trying to suggest..."

Scott Smoot -- Word Sanctuary blog -- wrote about his own experiences of using this book to transform his thinking in the classroom.

I love this to add to my list of authorial choices. We talk about character arcs and irony and diction and tone; we talk about theme development and figurative language and description; let's add racebending to that list and widen our scope of text analysis; this, I believe, will help teachers, specifically white teachers, see the need for a more inclusive canon.

I love this as a guideline for text selection. As we think about what texts we put in front of our students, can we accept that a majority of the texts that our students have seen in their educational careers are those that have centered whiteness. And given that, can we consider, when adopting and looking for new texts, how these new texts might work to offer that "alternative representations of both hero and villain." How refreshing would it be to see that as a question on a textbook adoption form?!

So many places to stop here in the reading and discuss with students ways in which they might experience these same things.

If you haven't started Watchmen yet, you're in for a treat (and a lesson in exactly this).

The question, for me, that arises here is what does this instruction look like in majority white institutions? As we continue to do this work, we are consistently running into the fact that the narrative we are telling about race in schools and students of color is counter to what our white students have been taught to believe. We are getting anger and resistance--so I wonder if it would be helpful to have students investigate some of these factors within in education in general--but even more specifically in their own communities and schools?

I love this idea of comparative literature--and here it works--Queen Latifah and Maya Angelou--but I think we also have to be careful when making comparisons to ensure that whiteness is not still be centered. In my classroom, my first attempt at "revolutionizing" the canon involved looking at modern versions of revolution (Emma Gonzalez, Christine Blasey Ford, and more) and comparing them to Patrick Henry's Speech in the Virginia Convention. I quickly realized that by centering the conversation around Henry's rhetoric--and showing that "nothing is new," I was also showing that our focus on whiteness as the standard had not changed either.

Disrupt Texts site https://www.youtube.com/watch?v=XHRRsQ76vtw

Very valuable to have these kinds of charts .. thank you

sayhername, explained -- and the fact that I didn't know what it was says a lot about society (white society) at large, I think.

https://www.youtube.com/watch?v=QBY-Dk-PxrI

School to Prison Pipeline, explained

Interesting contrast for me, as I am reading The Nickel Boys by Colson Whitehead, in which the teacher is the exact opposite of Mile's teacher.

“The class was focused on US history since the Civil War, but at every opportunity Mr. Hill guided them to the present, linking what happened a hundred years ago to their current lives. They’d set off down one road at the beginning of class and it always led back to their doorsteps.”

-- from The Nickel Boys by Colson Whitehead, page 30

As an introduction to the article, you're very welcome to watch a webinar hosted by Christopher Rogers, featuring guest reader Latrice Ferguson, and both partner authors Mario Worlds and Cody Miller. https://youtu.be/qOyMmTrf_yo

Great quote ...

And often leads to trolls and others pushing back on the racebending initiatives with anger and vitriol -- Another example is Kamala Khan as Ms. Marvel --<br>

Information from a study on this ... you have to go to pages 13-15 to see the charts ...

Black male students represented 8 percent of enrolled students and accounted for 23 percent of students expelled. Black female students represented 8 percent of the student enrollment and accounted for 10 percent of students who were expelled. Latino male students accounted for 13 percent of students enrolled and 16 percent of students who were expelled. Latina female students accounted for 13 percent of student enrollment and 6 percent of students who were expelled.

Read more about the character of Miles Morales at Wikipedia -- he did exist before this novel and the movie from last year

This is a good insight ....

Changing the race of characters in familiar stories is an approach to equity work in classrooms that I've seen in other texts in the #marginalsyllabus.

Even Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance is a text about asking students how fairy tales would be different if the characters were from different racial backgrounds.

The curriculum considerations in schools can be entrenched in district politics and financial considerations. It is vital that teachers weigh the decisions that rest with them which can spark meaningful changes from the classroom level out.

A common misbelief, I think. How do might we, as white educators, best educate our fellow white educators/administrator about this? Zaretta Hammond talks about the 3rd space when it comes to coaching (which I suppose this is), and asks us to consider what new information, research, experiences, etc. we might put in the 3rd space that will help those with whom we work to revise their understandings.

A great means of interrogating new texts for consideration--in what ways does this novel address white supremacy?

This is what white teachers need to acknowledge--even liberals who don't think they're doing harm. We have been so trained to see harm as overt and explicit. When, really, I cringe at the harm I have done simply through the texts I selected and the experiences I centered. A great wealth of resources for teachers starting to do this work is found here: https://www2.ncte.org/blog/2017/08/there-is-no-apolitical-classroom-resources-for-teaching-in-these-times/

While I fully see my own whiteness as my problem--how do we help white students see this. I think this is where my instruction broke down in a unit focused on The Hate U Give. Some of my white students walked away angry. I don't think I helped them navigate their whiteness in a way that helped them grow.

And what are books, if not, proxies for exploring our own worlds. This seems to be an ideal way to open students' eyes to a concept they may not have fully considered of named before.

This may just be a great jumping off place for our equity and justice team. It would be a nice inventory--How are we talking about race? Whose race are we talking about? How well do we understand our own whiteness? How well do we understand our student's races? We talk often about racial/cultural literacy--but that really means finding ways to study the cultures of our students--not our own cultures, races and practices and how those might influence our students' learning.

which, in turn, leads to the perpetuation of white supremacy whose existence is secured by the fact that it goes and has gone unnamed even as it shapes Western Civilization.

This is a nice summary of the check-out that looking at race solely through a white privilege lens might create--and as noted in a story the author shared in the video--for high school students, specifically, I'm not sure the reaction is that clean--often the result is frustration and anger that often becomes misguided.

I would add Ta-Nehisi Coates and Ibram X Kendi to this list.

What does "white racial identity" even mean? I am white, so I fit this category. I am also a woman, which means there are other biases I am faced with that my male colleagues do not experience.

I grew up in a small town among a citizenry that was typically middle class, yet I was several rungs below most of them on the socio-economic ladder. How does my "whiteness" in that experience compare to that of my white peers? What about my experience in a small town vs those who grew up in urban environments?

Identity is a very complex construct and involves so many facets that I find it too simplistic to lump it into "white" vs "people of color." The experience and identity of someone from India is different from that of one from Mexico or Nigeria, yet we can (and often do) call all of those "people of color."

Are we asking the right questions?

Race often DOES refer to people of color. Maybe that is part of the problem? That we define race by color? A couple of years ago, I taught high school American History using race and class as the lenses through which we viewed our history. We began the year with a discussion on race and its definition. After a LOT of discussion and analysis, the students concluded that "race" is not real, but rather a social construct. As is also discussed in these NYT articles: https://www.nytimes.com/roomfordebate/2015/06/16/how-fluid-is-racial-identity/race-and-racial-identity-are-social-constructs. I wonder whether we should broaden the discussion to the wider issues of diversity, equity and inclusion?

I totally agree with this. Which is why I become enraged when the collective "we" tries to bury the past of our (American) history. In this category I include things like erasing artifacts of the American Civil War. The only way we will be able to heal the injuries is with honest conversations about our history, facing all the ugly AND beautiful truths.

Our thanks to partner authors Mario Worlds and Cody Miller for contributing to the 2019-20 Marginal Syllabus! Brief bios for both Mario and Cody are included at the end of this article. Also, the entire Marginal Syllabus team would like to congratulate Mario and Cody for winning the Paul and Kate Farmer English Journal Writing Award for their authorship of this article! The award was recently presented at the 2019 NCTE Annual Convention and recognizes outstanding English Journal articles written by classroom teachers - congrats!

Annotation is a form of conversation.

Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

Consider how your annotations might elicit dialogue rather than deliver a soliloquy.

Author annotations that open spaces for other people and multiple perspectives.

Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. 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.

If you are joining a Marginal Syllabus conversation for the first time, or if you are using Hypothesis to annotate for the first time, here are a few useful notes and resources:

• [Why annotate?] (https://s15138.pcdn.co/wp-content/uploads/2019/10/Why_-Infographic.pdf) Michelle King of the Western Pennsylvania Writing Project explores the “whys” of annotation with a focus on convening and curating dialogue, playing and noticing, and co-authoring professional learning.
• Here’s how to get started with Hypothesis and a great collection of education resources
• Are the margins getting crowded? Here’s how to join an annotation conversation with crowded margins
• Want to annotate privately within a group? You’re very welcome to use this article for private conversation, so here’s how to create a private Hypothesis group

Welcome to the 2019-20 Marginal Syllabus and our December conversation! This is the second article we will read and publicly annotate as part of "Literacy, Equity + Remarkable Notes = LEARN." Our reading is part of the second LEARN syllabus co-developed in partnership with the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and Hypothesis. The Marginal Syllabus sparks and sustains public conversation about educational equity through collaborative technologies and partnerships. What's "marginal" about the Marginal Syllabus? We partner with authors whose writing is contrary to dominant education norms, we read and annotate in the margins of online texts, and we discuss educational equity using open-source technology that’s marginal to commercial edtech.

Annotation is a form of conversation.

Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

Consider how your annotations might elicit dialogue rather than deliver a soliloquy.

Author annotations that open spaces for other people and multiple perspectives.

Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. 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.