Important to articulate this intervention

Annotation is not just note-taking (though it can be). If annotation has always been the beginning of critical analyses in literary study, then in its online, public form, it becomes a more advanced stage of the writing process. For one, annotation online has an audience. While we can think of annotation as the start of the ideas developed in a formal essay, we might also imagine how annotations themselves can be essays!

For which annotation is key.

Annotation as modeling collaborative writing and review of documents in work places.

leveraging social media, making annotation social

Profile pages need to act as portfolios to do this.

And dashboards for group activity could similarly give students a sense of where they're at in relation to classmates.

Might include the motivation to exhaustively (even if collaboratively) annotate a text: to say, "we mastered this!" as a class.

Thank goodness. Love mobile technology, but for deep engagement in writing especially, nothing beats a keyboard.

Again, LTI is key here. We want to be able to integrate/interoperate with lots of L/CMSs.

liking/upvoting?

need to partner with a content provider:

1) publisher/distributor of text exemplars

2) publisher/distributor of lesson plans inclusive of

adding tags to personalize learning for students/advance certain students to next level of comprehension/analysis

Data, data, data

ability to create a set of prefabricated tags for a group, so students can label annotations with concepts, etc. that they are applying (or standards that they are fulfilling).

differentiated view for instructor?

from teachers...

See/cite

courseware?

courseware defined as "instructional software"

annotation naturally does this

See this study.

Annotation=writing as comprehension/analysis

ELA tech tools as "what's missing"

importance of capturing some kind of data

SOCIAL annotation

Does this mean LTI?

Note

Does this mean feedback?

Writing from evidence is annotation!

Annotation as writing: key not only to ELA, but sciences as well.

Why stop here? Can we expect a similar CFP for grades 9-12?

Way to go, Gates!

Huh. Cool parameter!

Important potential partner/collaborator. Here's their site.

Or at least self-directed application of those standards and skills--that is, across the Internet!

public and private feedback mechanisms--replies are public (teachers should be "featured") and we need private.

Or, extending the energy of face to face class time into the remote world of online exchange.

He really is the Steve Jobs of Hollywood!

In promotion of the Steve Jobs movie, Kutcher actually annotated some of the Apple founder's most famous speeches on Genius.

And maybe it's not just about reporting and connecting, but reporting and connecting through something specific, some artifact of the online world: annotation.

There's already a segment of the Twitterati doing this via highlighted screenshots of text attached to Tweets as photos ("screenshorts" they are called).

There's even an app to do this now: OneShot.

And then we got to share in the pathos of his 18th birthday (best read in reverse):

Rule number one of Silicon Valley: get (pay? bribe?) famous people to use it.

Because those creation myths are aligned with the cult of the individual in American culture. We tend to value individual accomplishment over collaboration.

hypothes.is = an article commenting tool (?) that could be used to connect with friends

Status update: "'Annotating' longform article on Twitter's founding."

Really love the illustrations for this article. But shouldn't the knife be in the bird's back?

share their current readings with a note attached; geo-location v location within an intellectual/textual world

While Twitter has certainly become just this, it strikes me at how bad Twitter actually is at "conversation." It's actually quite difficult to sustain a focused back and forth on Twitter. IMO.

Ah, #startuplife.

Says something about our religious reverence for technology in America too.

Like this one:

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

What about the reverse? Is Google ever "identity provider" for a third party?

how do we do this?

Need source for that.

Web annotation engages students where they already are: on the Internet. And gives them a powerful tool for being thoughtful, engaged citizens therein.

Check these guys out, rebranded.

REALLY need to connect here.

Curious to see more about what they are up to, but can't find any web presence for the project.

Need to connect here: annual conference is in October.

Interesting...

What would young people need to start using hypothes.is regularly as they use Genius?

BINGO!

Like OERs?

We need to leverage this potential for web annotation in our education applications. This is at its broadest about becoming more aware and engaged web-citizens.

"cellular phone"? oh, they mean "celly."

interesting that MOOCs here conceived as part of undergraduate ed rather than as continuing ed...

What is "personalization"? Choose your own adventure style? Or self-directed: choosing content that interests you?...

BINGO!

self-paced and self-directed, around content chosen by students themselves...

Trackable and assessable annotation of the web seems perfect for this "higher," application ideal.

hmmmm...

What are these? Posting comments? Sharing? Writing for public audiences?

Do notifications and leaderboard-like features go enough in this direction?

Gates emphasis on tech

can student feedback systems loop into teacher feedback ones? in other words, doesn'T measuring student progress eventually double as evaluation of teachers.

i.e. data

need a scaffolable product that can be used in one way at an early stage and becomes more sophisticated as students develop

We're really all about the implementation...

what does out-of-classroom mean exactly? digital learning tools? or tools so compelling that a student might use them outside of class on their own initiative?

i.e. technology

Why not use a web-based application that allows for this kind of collaboration!?

General Public License, free software license.

Apply Common Core skills like close reading to other content: mainstream media, politics/legislation, etc.

This is kind of obvious with Rap Genius: students were using traditional humanities skills to analyze lyrics.

Another common theme across foundations. Wallace is interested in this too.

What better way to do this than taking a skill- or content-based lesson and applying it to the web as a practice through annotation.

Emphasize annotation as key to civic literary and participation.

Collabora-tive annotation?

"Deeper learning"=Common Core

The one name here I hadn't heard of before: a Pulitzer-prize winning sportswriter.

Isn't the very meaning of a fun, terror?

test

test

test

Whoa, these guys are involved!?

I'm thinking through what "equal engagement" might be. Access is s starting point. What about the tools to do something with the access granted?

I really hope that this is who I think it is.

Doesn't this project also radically depart from the traditional textbook format and industry in less than "safe," but equally exciting ways?

I really love this idea as the "yawp" as an organizing principle for a collaborative, open textbook. Given his own obsessively iterative composition of Leaves of Grass Whitman really is a great analogy for this project.

The "Gods of the mountains" line was a piece of Muir's larger metaphor for the holiness of natural places that figured those who would develop them as "temple destroyers." Here's the full quote from Muir's defense of the Hetch Hetchy in his book The Yosemite.:

These temple destroyers, devotees of ravaging commercialism, seem to have a perfect contempt for Nature, and, instead of lifting their eyes to the God of the mountains, lift them to the Almighty Dollar.

Dam Hetch Hetchy! As well dam for water-tanks the people's cathedrals and churches, for no holier temple has ever been consecrated by the heart of man.

Recent scholars have critiqued Riis's work despite its effective advocacy for tenement reform. His photography certainly exposed the problem of urban poverty, but also exposed the personal lives of the poor to a largely wealthy audience.

How does this mess, though, relate directly to the "unraveling" of American promise signified by the late 60s. Was Hunter killed because he was black? Or because he was high? Or because the Angels were drunk?

Ding-ding-ding! hypothes.is needs to build out profile page as portfolio-like...

So Hewlett is also investing in CC...

Web annotation technology is about as "flexible" as one can get with a tool. It can be used independently by students, by teachers and students, and integrated into LMS and CMS systems.

Two ways I see this happening with annotation:

1) Making the text social. It's like Facebook!

2) Making it multimedia. Allowing students to annotate with images and video add dimension to the text.

3) Visualizing the annotation process through text selection and commentary really drives home the idea of close reading.

Dead link?

Should there be a teacher layer to curriculum that allows teachers to collaborate with each other in designing curriculum?!

Need to address the "career" aspect of the Common Core at some point": digital literacy is about the web, the world, not just school...

Said this before, but need to partner with actual teachers in alignment of standards/creation of curriculum.

Potential partners in Gates grant?

Probably should remove this one.

what about becoming part of the fabric of daily student life online, both in the classroom AND OUT!

how can we do this? how do we partner with teachers to develop curriculum that uses hypothes.is for common core?

Annotating the open web is a natural way to allow students to "customize" their learning. They choose the content they read and engage with, and directed by teacher guidelines, engage with that content to demonstrate learning.

Keyword

Keyword

hypothes.is/collaborative annotation meets students where they are: online, giving them a tool to interact more critically with the texts and ideas they encounter on the web

Social reading brings students and teachers, and students and students, together.

BOOM!

Asynchronous learning...collaboration...

Self-directed/student-centered learning...

I.e. the Internet!

need feedback system at the very least: likes/upvotes, email notifications...also possibly a dashboard, for students and teachers, that shows recent work, top annotator, etc. (by volume, by like)...DO WE NEED GAMIFICATION?

How much more "personalized" could you get than annotating the open web?! Let students read and discuss what they want, but evaluate them according to the standards/expectations.

We this transformation of student from passive recipient of knowledge to active producer through annotation as well.

Importance of asynchronous learning opportunities.

Providing platform for engagement with course content but also feedback to student work (whether peer or instructor).

Dead link. :(

See here?

Just because they are bolded?

test

As far as that goes, using an open web annotation application like hypothes.is seems like a great match for OER textbooks.

Of course, the concept of the "frontier" remained an important idea in American history, motivating other forms of expansion and empire.

Yes, this acknowledgement of the largely private space of the online world is far too often overlooked in utopian views of the Internet as a "commons."

Does it?

If the moderators are unpaid community members?

But doesn't deleting someone's stuff make it less open (at least to them)?

So transparency is critical.

This isn't automated?

Are expert and amateur always incompatible in this way? I'm thinking here of how to at once allow for anyone to have a conversation on a page using annotation, but also to surface for discovery expert voices...

So this is obviously annoying in annotating PDFs: I want the target to continue on to next page and ignore the footnotes. Can't imagine a technical solution. Maybe just campaign for "Endnotes only!"

Motivating users to take ownership seems key. A simple flag feature could make an active user all the more involved.

Indeed, Google search organizes communities from their inception: which entry points are immediately discoverable and which are not.

Before or after the event. In terms of online community moderation, this likely refers to systems that prevent or punish bad behavior.

From "pathetic dot" theory, popularized Larry Lessig's Code and Other Laws of Cyberspace.

"Architecture" refers to the technical infrastructures that regulate individual behavior. In this case, I suppose that would be the design of online communities?

This is a fascinating read on the largely outsourced physical labor needed to police social media.

This is an obvious point, but one that I think is not necessarily emphasized in discussion of the problem of moderation: it's not just about deleting bad content, it's about enabling good content creation.

Though, of course, you can learn lots about the history of the Internet meme there.

Quoting Schwartz in epigraph really sets the tone of this article.

I know this is not the point, but the topic itself has its own illicit history.

I wonder if controversial topics are more prone to trolling than others.

Never thought about it before, but "Abstract" really does translate to TL:DR in Internetspeak.

Note to self: take student privacy seriously.

test 2

test

Got to read this article itself, but civil servants are civil servants because they are employed by the government, not because they think of themselves that way. I love the idea, but I guess I'm worried that without something more official in place, this ethos cannot be institutionalized or even broadly applied.

As in "real-life," what do we do about the George Zimmermans of the world, rogue "moderators" claiming a kind of "mutual aid" in their neighborhood watch, but deeply problematic in their views and actions.

I really like the argument of this article. But I have some issues with the analogy between the online world and what are mostly public physical spaces.

Unlike, rives and sidewalks, online space has little to no regulation, whether from the government or NGOs.

Also, most of our public interactions online take place in private spaces, that is, places owned and operated by private corporations.

Or the Net itself...

Truly had assumed that this work was done automatically.

Conjecture!

LOL, it's true. I remember those days chained to our wires.

Well, answers anyway.

This is profound, but it's also obvious. Obvious as in it makes this basic aspect of technology readily apparent to the end user.

Actually, when we press most buttons, lots of things happen in the world. One click on Amazon begins a complex process of labor and energy consumption, but this is conveniently hidden from the end user.

How much would it actually cost though to buy into Facebook if we take away its monetization power? My guess is that it would be a lot more then 20 cents, though I might still be willing to pay.

Zing!

Yeah, Zuck is notoriously protective of his persona life. This irony has to be one of the greatest of the Internet Age.

This is the crucial point for me: we are not really "connecting" through Facebook if the connection is not on our own terms, so the very concept that underlies the service is problematic.

The same can be said of Google: our search for information is not authentic if the search results are taking into consideration ad-partners, etc.

I'm personally much more concerned about this paradox in the latter case as it pertains to knowledge production.

Are all algorithm's evil, though? Is there such a thing as a benevolent algorithm?

Isn't the real problem that FB mixes in things it thinks I would like to buy alongside the things I "like"?

Don't want to take away from a VERY important opinion article here, but what exactly does the NYTimes style guide say here? Why are Facebook and Google--of all sites!--linked but not Twitter?

I think it's interesting that this op-ed came out on the same day as another one "saying no" to a different, but related kind of surveillance: Facebook's monitoring of user activity for commercial purposes.

Here's a leaked Prism slide explaining their interest in how "typical users" behave on the Internet:

Don't just sit there, HASTAC Scholars, annotate something!

This emphasis on collaboration is particularly important in social reading. Through replies, each annotation is actually the beginning of a potential conversation.

Digital annotation is particularly suited to this type of everyday writing practice.

In a sense, it's more like posting to Facebook or Twitter than writing an essay. But because it is grounded in text, it encourages more thoughtfulness.

At the same time, if students are regularly annotating using an application like hypothes.is, then they will surely exceed the word count usually required in a five page essay. Annotation projects might be seen as pre-writing--a collaborative drafting space for ideas and language to be developed later in formal papers--or it might be seen as an end in itself.

This is essential to the pedagogy of annotation as well. The first step must be to identify an appropriate selection of text from a document. The annotation itself is the space for analysis.

Students using an annotation application like hypothes.is can literally map their research on a topic in tagged annotations on sources from across the Internet.

I think Billy Collins captures this tortuous pedagogy well in "Intro to Poetry":

But all they want to do is tie the poem to a chair with rope<br> and torture a confession out of it.

They begin beating it with a hose<br> to find out what it really means.

Annotation would seem to have a role to play here.

This style of highlighting requires a number 2 pencil to be whittled down at a slant to allow for a 2 mm thick line to be drawn under text. It needs to be straight. It needs to hug the lettering just so.

And many of my students remain top scholars on the text:

Mostly annotating Black Starr. I still love that Genius calls their users "scholars." Great branding! I'm also #2 scholar of F. Scott Fitzgerald and #3 scholar of St. Paul.

Here's how Andreessen himself explained the investment, annotated on (Rap) Genius. After this investment, Genius pivoted slowly from annotating lyrics to, like hypothes.is, annotating the web.

Collins actually imagines a moment of shared marginalia in his poem. In a copy of A Catcher in the Rye that he borrows from a library as a boy, he finds the following: “Pardon the egg salad stains, but I’m in love.” The young Collins imagines the note to be written by a beautiful girl and feels himself in a sense falling in love with that other reader. Though we need not develop a dating service out of the modern technologies that allow for social reading, we can at least see the humanity that can be shared in the margin of a digital page: the teachable moments, the conversations that might occur. We have glimpsed such moments on other social media like Twitter and Facebook, but I argue they lack the depth of annotation, which brings together text, comment, and now, readers.

It's interesting to think about this idea of "slow reading" in relation to collaborative online annotation. So many traditional humanists complain of the cursory of the digital--hashtags on Twitter replacing sentences, Wikipedia summaries are replacing "actual" research. But web annotation requires readers to pause and consider in the very ways we have always taught our students to do in English classes.

Very cool project, just beyond me. (Play it here!)

Such an ambivalent phrase. The narrator seems to be claiming that this is a "moment" unparalleled in its significance. Yet this significance is "undetermined"; it remains unclear exactly how the moment is significant.

HathiTest

Again, the hypothes.is application allows for this kind of intertextual analysis to be activated and visualized in powerful ways. Students can literally link between related themes or moments in various texts studied.

Digital annotation powerfully visualizes this process, as the application allows the user to isolate a particular word or phrase, and then create a comment specifically on that piece of textual evidence.

No, annotate this page!

The possibilities of digital writing, given the WYSIWYG interface above, allow for students to integrate a variety of media into their own annotation compositions. Moreover, this use of media is not simply illustrative but as an integral part of the overall argument.

Close reading is a major emphasis of the Common Core Standards, though most English teachers since New Critic I.A. Richards would probably agree that is it essential to any humanities curriculum. As the "Introduction" to the ELA section states:

Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying great works of literature.

Digital annotation, though, is close reading 2.0. The major activity of a service like hypothes.is is "annotation," the highlighting and noting of words, phrases, and sentences, which demands that students keep their thinking and writing "close" to the text and its evidence.

Moreover, because digital annotation has the potential to be collaborative. It links this mandate for close reading with later calls in the Standards for collaboration. I like to think of hypothes.is as a "A Social Network for Close Reading." Could we make students obsess with annotations on the web like they obsess with Facebook and Twitter posts?...

nice phrase