Digital annotation tools offer news ways to foster collaboration and digital literacy skills.
In this session, a panel of CCC faculty share their experiences piloting the free Hypothesis LTI app in Canvas using a Reading Apprenticeship framework. Hypothesis is an open-source, collaborative annotation software that enables students to highlight text on any web page or PDF, insert annotations, and reply to others. Annotations can include text, images, and video for multimedia storytelling and analysis. Hypothesis provides an engaging alternative to discussion forums for activities centered on a text.
The faculty panel will provide examples of how to combine collaborative annotation with Reading Apprenticeship (RA) strategies to guide students in discipline-specific ways of engaging with texts, from historical interpretation to rhetorical analysis.
The panel will discuss:
1) how RA social learning strategies such as modeling and coaching can be supported by active faculty participation in annotation activities;
2) how Hypothesis makes it possible for faculty to monitor reading comprehension using RA metacognitive routines such as “talking to the text,” in which students strategically annotate a text and receive feedback on their annotations; and
3) how to integrate multimedia into Hypothesis annotations to support the RA “gallery walk” technique of showcasing text and graphics to get students to share their thinking.
During the session, the audience will be invited to participate in a collaborative annotation activity using mobile devices or pencil and paper. Access to a shared Hypothesis activity, lesson plans, and instructions for getting started with Hypothesis will available online during and after the session. This is an opportunity to connect with your colleagues at the conference and beyond!
• Add an annotation to a text using Hypothesis and reply to others.
• Use Reading Apprenticeship strategies to design their own annotation activities.
• Create their own collaborative annotation activities using Hypothesis.