Collaborative web annotation (Marginal Syllabus): low-bandwidth asynchronous discussion with social justice intent¶

Element · All elements
Evidence · no claims cited

Description¶

Collaborative annotation with the open-source Hypothes.is tool engages learners in co-construction and critique of knowledge. The article notes "the technology is open-source, free and low-bandwidth, and Marginal Syllabus organizers ensure that all articles included are available open access". Marginal Syllabus explicitly centers social justice focused texts, giving the practice a cultural social justice purpose.

Design Implications¶

Context¶

Requirements¶

• Articles included must be available open access; annotation sessions were extended from hour-long to several days to open participation across time zones

Constraints¶

• Negative if annotating canonical texts by privileged authors, if it opens room for abuse or harassment of authors, or for students from historically marginalized populations

Target Learners¶

• educators and learners participating in open academic conversations

Target Learning Goals¶

• deep critical reading and co-construction of knowledge

Claims¶

Related Elements¶

• Equity Unbound: an open connected course explicitly designed with social justice principles
• Virtually Connecting: equitable conference conversations facilitated by marginalized scholars
• Faculty-authored OER digital textbook and equitized syllabus template at BMCC

Examples¶

• Web Annotation Tools
• Social Annotation
• Collaborative Annotation
• Design OEP for accessibility and marginalized participation rather than open for all

Key Sources¶

• Bali, M, et al. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1): 10, pp. 1–12. https://doi.org/10.5334/jime.565