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Iterating the Marginal Syllabus: Social Reading and Annotation while Social Distancing
Abstract
The coronavirus pandemic exacerbated long-standing educational inequities associated with technology access, learner agency, and participation in online learning. How were preservice and inservice educators supported in their pursuit of interest-driven professional learning that critically examined the unfolding impact of these inequities? This article describes how the Marginal Syllabus project rapidly iterated three public, online, and equity-oriented social annotation activities for educators that included: Facilitating social reading sessions which combined synchronous social annotation with videoconferencing conversation; a collaborative partnership with the Speculative Education Colloquium to augment reading opportunities for shared dialogue; and supporting teacher education courses participating in social annotation activities under remote learning circumstances. The article details three recommendations for supporting educators’ technical and sociopolitical professional learning via social annotation, and notes directions for future research that can examine how annotation-powered conversation may productively inform more equitable pedagogy and student learning practices.
... Other studies have found that DSR can promote language students' engagement with different perspectives (Kalir et al. 2020) and social learning (Thoms, Sung, Poole 2017;Solmaz 2020). For example, in Turkey, Solmaz (2020) analysed EFL university students' digital annotations and reflections carried out during a DSR project employing SocialBook. ...
... On the other hand, the possibility to use the in-app dictionary supported students' reading speed and comprehension, increasing students' confidence and enjoyment in reading (Day, Bamford 1998). Additionally, students also said that reading and responding to their peers' comments and annotations also promoted their deep reading (Kalir et al. 2020). Facilitators agreed with these perceptions, arguing that engaging students with DSR tasks allowed them to "re-conceptualise traditional notions of literacy" (Thoms, Poole 2018, 55) in line with the demands of an increasingly digitised world (Kress 2003;Guikema, Williams 2014). ...
Research has shown that extensive reading (ER) can promote students’ reading skills and motivation to read in an additional language. However, different pedagogical designs exist also including the use of technologies. In this article, we particularly look at the application of Digital Social Reading (DSR) to the extensive reading of Young Adult Literature (YAL) in English as a Foreign Language (FL). In our study, EFL students from Italy and Hungary were engaged in pre‑, during‑, and post‑reading activities based on the preferred novel on two digital platforms, Moodle and Glose for Education. Quantitative and qualitative data were collected from the students and the facilitators participating in the project to investigate their perceived affordances and challenges of extensive DSR and mobile digital reading. Results show that DSR can lead to positive gains in terms of motivation to read, comprehension, and deep reading. Furthermore, the study has revealed that mobile reading has both advantages and disadvantages that still need to be fully understood. Hence, pedagogical implications are drawn.
... One method that could potentially address some of these barriers would be to provide training in open pedagogy using open pedagogy. For example, faculty could receive training in social annotation through using social annotation tools themselves (Kalir et al., 2020). In this way, faculty could receive support while also learning methods of protecting student privacy and ensuring quality. ...
... There were several instantiations of open pedagogy that have been described in articles, but not included in this review because empirical data were not included. These articles often have rich and helpful descriptions of how techniques such as social annotation or editing the writing in existing OER (e.g., Jhangiani, 2017;Kalir et al, 2020). Future researchers could use these descriptions as a roadmap for investigating these techniques in the context of open pedagogy research. ...
Open licensing used in Open Educational Resources allows for teaching and learning techniques that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy that were beyond simple use of Open Educational Resources. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Overall, both students and faculty reported positive experiences with open pedagogy, although there was some concern about public sharing as well as confusion about the logistics of open pedagogy tasks and the technicalities of open licensing. Synthesised findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.
... This created a safe space for the students. Kalir and Perez (2019) and Kalir et al. (2020) are good resources to explore if you wish to learn more about social annotation of the syllabus. ...
The authors propose a social justice lens to be adopted by instructional designers in designing curricula that serves the needs of all students while working towards creating an inclusive learning environment. They provide practical recommendations for practitioners in face-to-face, blended, or online settings focusing on five key areas: inclusivity, communication, content, flexibility, and feedback-seeking. Along with theoretical underpinnings, the authors define each of the areas and provide considerations and recommendations for practice that would be applicable in higher education settings.
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