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Online annotations are often characterized as improving three levels of comprehension: surface-based, text-based, and situation-based (Tseng et al., 2015). Surface-based comprehension meansthe students have sufficient grammatical knowledge and vocabulary to decode the meaning ofthe text. Text-based comprehension is a layer deeper and occurs when students cannot onlydecode the text, but can reproduce the essential information from the text. Finally, in thesituation-based comprehension level students can situate the textual information in otherknowledge and integrate it in a coherent manner (Tseng et al., 2015).
This focus on multi-layered comprehension aligns with constructivist learning theory, where students actively build knowledge by interacting with text and constructing meaning (Tseng et al., 2015). Online annotations facilitate this process by enabling students to engage with text at various levels, from decoding vocabulary (surface-based) to synthesizing information (situation-based).
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And that is the principle behind a recent set of tools for socialannotation, which allow groups of learners and teachers to annotate texts together.
The explication of the collaboration principle within this framework is particularly insightful. It resonates with the concept of SAMR technology integration, where technological tools are employed to create pedagogical value beyond mere substitution.
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It allows students time and space to consider rhetorical choices, reflect, think, and gatherevidence prior to engaging in a discussion of the text (Chen & Chiu, 2008).
Social annotation aligns with Bloom's Taxonomy by promoting higher-order thinking skills. The process described by Chen & Chiu (2008) encourages students to analyze rhetorical choices (Remember, analyze is a higher-order skill in Bloom's revised taxonomy), evaluate evidence, and potentially synthesize information before discussions. Additionally, encountering multiple perspectives through social affordances (Solmaz, 2021) fosters critical thinking (another higher-order skill). This explains why students report deeper learning compared to traditional discussions (d'Entremont & Eyking, 2021).
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