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Social Annotation as Formative Assessment

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Social Annotation as Formative Assessment

Jeff Clapp, Literature and Cultural Studies, EdUHK 19 June 2020

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A project

• Colleagues in LCS at EdUHK took part in a teaching development grant project in 2018-19.

• The results are already published:

Clapp, J., DeCoursey, M., Lee, S. W. S., & Li, K. (2020). “Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education. Arts and Humanities in Higher Education.

https://doi.org/10.1177/1474022220915128

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Social Annotation

An era of “social annotation” has begun in which it is increasingly possible to “annotate everything.”

We decided to investigate the power of the new social annotation for literature education.

We decided to do this because we felt that that literary study already centrally involves annotation.

This allows a formative assessment strategy that is naturally integrated with existing practices and values.

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Example: Hypothes.is

• Hypothes.is has emerged as the dominant web annotation project. It allows the annotation of any webpage.

Vannevar Bush, “As We Might Think,” Atlantic Monthly (1945)

• https://www.theatlantic.com/magazine/archive/1945/07/as- we-may-think/303881/

• https://web.hypothes.is

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TYPES OF ANNOTATIONS

Basics, Interpreting, Applying

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Annotation types: Basics

• Identifying literary features

• Defining words

• Clarifying allusions

• Summarizing plot points

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Annotation types: Interpreting

• Analyzing narrative point of view

• Understanding the development of theme

• Connecting specific details to general properties

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Annotation types: Applying

• Expressing personal responses

• Exploring cross-cultural issues

• Making comparisons to contemporary society

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Example: Hansberry

In this example from my 20c literature course, students discuss why Lorraine Hansberry mocked critics who described the

ending of A Raisin in the Sun (1959) as a “happy ending.”

• https://docs.google.com/document/d/1pcX1SuS1zHWi6YmZzj 3_ipOc7AJSLaDEgSG81yTw4fU/edit?usp=sharing

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Implementation Options

When, How, Who, How Much

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WHEN?

Synchronous versus Asynchronous

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Synchronous (in-class) Annotation

• Students examine a document and annotate it together at the same time

• Often making use of the projector

• Advantage: many reports of strong student engagement

• Advantage: easy to offer instant feedback

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Asynchronous (out-of-class) Annotation

• Students examine a document and annotate on their own time, before or after class.

• Advantage: can increase students’ individual engagement with a text

• Advantage: instructor can gauge students’ understanding or focus and pitch face-to-face interactions as appropriate

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HOW?

Prompted versus Unprompted

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Prompted Annotation

• Students annotate a text with some particular topic, question, or purpose in mind, as set by the instructor

• Advantage: stronger students model answers for weaker ones

• Advantage: students may be requested both to annotate and respond to other’s annotations

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Unprompted Annotation

• Students are requested to annotate a text in ways that seem meaningful or valuable to them.

• Advantage: instructor gains a strong sense of what students find interesting or puzzling

• Advantage: models a practice of critical reading in keeping with the original idea of annotation

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WHO?

Anonymous versus Authored

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Anonymous Annotation

• Students annotate a text without the annotation tool recording their identity

• Advantage: open and frank responses

• Disadvantage: no possibility of marking

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Authored Annotation

• Students annotate a text using an annotation tool that identifies their authorship

• Advantage: student annotations may be assessed

• Disadvantage: students may model responses on their perception of instructor’s expectations

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HOW MUCH?

Marked versus Unmarked

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Marked Annotation

• Student receive class credit and assessment for participating in annotation

• Marks may be on the basis of quality or sheer participation

• Advantage: strongly motivating to students

• Disadvantage: somewhat to very time-consuming

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Unmarked Annotation

• Students are given the opportunity to voluntarily add annotations to a text

• Advantage: annotation is dominated by strong and voluble students, just like class discussion or other voluntary activities

• Disadvantage: some or even many students will not participate substantially

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Example: VideoAnt

Annotating The Great Gatsby (2013) dir Baz Luhrmann

• https://ant.umn.edu/meejpuhqne/annotate

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Example: Google Docs

Annotating The Great Gatsby (1925) by Scott Fitzgerald

[n.b. will be out of copyright at the end of 2020!]

• https://docs.google.com/document/d/1HeFHrQUMeWq_Lhc4 LfnMR6s-Oc7eaNUQAbV2f3v4wwM/edit?usp=sharing

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