 We call this an annotate ed workshop because there's now a community of many hundreds of people and hundreds of schools that are all engaging with social annotation in a fulsome way. An annotate ed is our name for that community. And so this is now maybe the sixth time we've done this in partnership with OLC and I'd like to thank our OLC colleagues for joining us in this workshop. But this you won't be able to see you can't even recognize the logos on the slide anymore because they're so small, but this is just a smattering of the representation of the kind of schools that are that are involved in annotate ed and doing social annotation kind of for reels at their at their campuses. I'm assuming that a lot of you in the audience are part of that. I know Janae is at CSU Sacramento where she is. And so we welcome all of you whether you're part of the annotated community yet or not, hopefully we'll be in the future if not already. And so, as I said before, and our agenda is really these going to be chopped into one quarter, half an hour about Jeremy, through getting us all on the same page about what social annotation is, how, how hypothesis works with that, some of the pedagogical and educational affordances at lenses. And then we're going to dive over to the show with Janae and spend a little time talking with her about her keynote at OLC and her writing and her work at Sacramento State. And then we're going to dive directly into a reading. We're actually going to be quiet for a while and read together, and then do some annotation as well. And then probably have quite a conversation on top of that as it moves forward. And I think this is the moment when I finally give it over to Jeremy and so I will do that now and without further ado, Dr. Jeremy Dean my beloved colleague. Thanks, Nate. Thanks so much. It's great to be here virtually with OLC big fan of the organization and a lot of great connections at previous conferences and hope to be face to face sometime in the future. Maybe we're about there. So let me get you. Let me get us on the same page around annotation. I feel a little bit humble doing this because we have an expert in digital reading who's really the marquee event of the show, but I'll do my little thing and then hand it over to Janae and to all of you to talk about, you know, social orientation and digital reading in just a bit. I'm an English professor by training. I taught high school English. I went to grad school for English. I taught literature and composition when I was getting my graduate degree. And well before I ever knew about technologies like hypothesis, I was obsessed with having my students annotate in their text for the course. I didn't have much evidence for this except my own experience, but I believe that I'm annotating the course readings for my course was a one of the most critical things they could do to be successful in the class. So I got in the habit of handing out a poem by Billy Collins on day one of every semester alongside my syllabus. We've all seized the white perimeter as our own and reached for a pen if only to show we did not just lays in an armchair turning pages. We pressed the thought into the wayside planted an impression along the verge. And I read this to my students and handed out to try to inspire them to engage more deeply in their readings. It's really neat to see how this quote sort of resonates with a lot of philosophy and educational study these days around social learning and not social learning, but around active learning. We'll get to the social part in just a second. So I hand this poem out. Nothing radically new about that annotation has been around for centuries. If not earlier, Nate and I sometimes talk about cave painting is kind of one of the original sort of forms of annotation leading up to the chat of this video webinar as another kind of annotation. But in between, you know, the most classic idea of annotation is writing in the margins of books scholars and students have done this for century to help better comprehend what they're reading to memorize what they're reading. And to begin to think critically about their what they're reading and what they're studying. And one of the really neat things about social annotation is just that it's part of this longer history for a lot of instructors that are new to online learning and new to digital tools and new to digital reading. There's some familiarity in the fact that it's not a brand new way of teaching or learning. It's taking something that's traditional and kind of adding some of the benefits of digital networked spaces to it. And that's what really got me excited about annotation was when I was teaching that UT Austin where I got my PhD and working in the digital pedagogy lab there and being introduced to a lot of tools. A lot of that I'll frankly say went over my head digital tools like teaching with, you know, second life teaching composition with second life. It's a little bit much for me as a tradition rather traditional sort of literary scholar. But as soon as I saw social annotation technology I got super excited. This was around the same time this article from Chronicle Higher Education came out by Jennifer Howard in 2012. And there was a line that stuck with me that sort of describes the possibilities of annotation in digital networked spaces. I thought she captured it really powerfully when she writes online a book can be a gathering place. A shared space where readers record their reactions and conversations. And it's really that that I feel like hypothesis is trying to build to taking annotation from its analog form and books and putting it in digital networked spaces where people can annotate and share those annotations together. And so this is our vision of annotation at hypothesis. Multiple layers of annotation on top of any single document. There can be that layer of private marginal notes. I expect later this afternoon you guys will be working in the public layer on top of jane's writing. But then you can also have private group layers group layers for your course for small groups within a course groups for any one of your learning communities for colleagues in your specialization or colleagues in your office. So the multiple layers of annotation that are shared and private is the vision of hypothesis and what we've built. There are three major takeaways and I think jane is probably going to go even deeper with this. I don't want to labor it too much but there are three main takeaways that I've gathered that we've gathered from instructors and students using hypothesis over the years. The first is goes back to that nothing new aspect of annotation that hypothesis makes reading active and this is what annotation has always done. And, and that's what we can continue to do especially because a lot of times when we're reading online we don't have a margin like we used to in a paper book. It's on a website where we can necessarily write and hypothesis kind of opens up every website to have that margin like a page that you own and can have in your lap. A neat thing I like to point out on this slide though that is kind of new about the ways that hypothesis makes reading active is that it's not just, you know, scribbles and highlights. You can have images in your annotation video actual hyperlinks to other texts and make intertextual connections. And this is powerful in any number of ways, you know, I think when I taught composition I thought a lot about how we're really need to teach students to write for the 21st century. That we need to teach them how to write in online spaces where they might be incorporating images and video it's not just a five page you know, word process document that they're there are other types of products that they're going to need to produce professionally and academically in their lives. And hypothesis is open to those other modalities. And those other modalities also important I think in terms of allowing different students to express themselves in different ways, and giving students opportunities to to express themselves in ways that they're more comfortable with where they might not have been in traditional academic ways so I won't go into the anecdote too much but when I was teaching high school I use this tool I use the social annotation tool. And I really found that students who had been quiet students who hadn't been successful in traditional summative assignments and evaluations, found, found a niche with hypothesis or found an issue with with social annotation because they, you know, had other expertise that they were bringing to the table and the tools allowed them to do able them to do. This I think is the powerful and radical new thing about social annotation that hypothesis makes reading visible. When I told my students to annotate. I really didn't follow up on that really graded the summative assignment of an essay told them annotation would be good for them but I didn't teach them how I didn't check that they did it didn't interact with their annotations obviously. And hypothesis makes that work visible. That brings that, you know, those steps that students should be taken as they read, and they write, and makes them visible to the instructor makes invisible to the students you can see, you know the connection between texts and your ideas very deliberately, but teachers and classmates can also see those connections that students are making and give feedback and this is again and again what teachers say is most powerful about the tools that they can see that their students have done the reading. But more importantly, they can see that students, they can see where they're confused and change how they might prepare for class based on those confusions they can see where students are excited and nurture a certain line of inquiry in a students reading, writing and thinking. And then finally hypothesis makes reading social. The idea that students can see each other interacting with the text, the idea that they're no longer alone. I think anybody who's, you know, gone far enough in school or really probably everybody's had the experience at school at some point I imagine where you felt like you didn't belong. He felt like you're confused you didn't understand the concept maybe you know I'm not good at this maybe I don't belong here. And seeing that that's all part of the game, seeing that other people are asking questions that other people are confused learning from other people really opens up the text to be a space of belonging for students to feel like they're not alone that they're working in community and that other people have those kinds of have similar kinds of struggles and that they can learn from other people and that can help them advance in a field of study. So those are the three top level takeaways. I want to just say, another sort of advantage of hypothesis is that it's a very simple tool. And I think it's simple for instructors to integrate because, you know, most of you if your teachers assign readings, and this is just something that sits on top of your reading it's not, you know, a whole new system that you have to introduce a whole new platform that you have to orient students to the reading is the reading this adds a layer to the reading. So hypothesis is active on a text you can select text annotate, you can reply to existing annotations a lot of folks compare social annotation to the discussion forum as a more authentic way for students to engage in conversation that is actually grounded on course reading and course material rather than in some other place. So that applies in discussion is a key part of the tool. And I've already mentioned that you can annotate together in groups and we do have the ability to enter together in small groups within a course as well. I think I'm just going to close by saying hypothesis is available in your own mess if there are folks here that I saw folks from Las Vegas University of Washington where we already have subscriptions in place and it's great to. I don't know if they were familiar faces it was going by too quickly in the chat but it's great to see that we have some partners that are present today. I imagine some of you might be new to hypothesis new to social annotation or your schools might not have piloted with us yet but we do integrate with the LMS and have some additional functionality within LMS that you're not going to see when you use hypothesis as I like to call it in the wild today you're not going to be in the management system you're going to be using our free web tool, but if you do teach within an LMS to teach in the academic institution. This tool integrates pretty seamlessly students and I have to create accounts as we asked you to do earlier. There's much less onboarding there's integration at the gradebook and other things that nature that you'd expect from a LTI tool. I'll leave it there and actually skip this section because I think my time may be up and I want to give Janae and you guys the chance to have the conversation that I expect to be truly wonderful. But I'll just say that if you're interested in learning more about how you can use hypothesis in the classroom, or how you can get your school involved in our pilot program. You can email us in the chat but you can email education and hypothesis, and we're standing by to take your call and help you take bring social annotation to your classroom and what I believe will be a truly transformative experience for you. So, thanks very much. Before we get actually started in the hands on activity, I wanted to give Janae a chance to kind of help you know situate us in the conversation today, and the way I was thinking about it, and we'll see if she agrees or not. So the way I was thinking of it is, you gave a keynote at OLC Innovate. You wrote a book that was incredibly valuable and interesting book that's been making a lot of waves yeah hold it up there it is. Skim dive surface great title by the way and you can see Janae's background is even based on the cover of her book, the bottom half of the background. You didn't want to go so far as to put the title behind your head. I thought the more abstract was kind of cool. Maybe next time. It is cool. I like it. And so I've, and, you know, we're not, I mean we will be directly engaged with the chapter of the book that's what we're going to read and annotate together. So I thought, Janae, you might want to take a few moments to maybe put some context around, you know, there are definitely people here who got a chance to see your keynote. And there are people probably who have already engaged with your book can you help us connect the dots between what you were talking about in your keynote and then the book and maybe we can use that as a kind of segue into the actual reading. Sure, that's a great idea. So the keynote was titled imaginative strategic sustainable and really the argument I made in that keynote is that the future of online learning needs to be informed by approaches that are well imaginative strategic and sustainable. And I kind of unpacked with those words met in the keynote and I'll give the very brief version of that now which is really for going to move forward the future of learning that is fully informed by the context of the past couple years or we had a massive shift to emergency instruction, but also that's really informed by the context of how people live and work. So, in such integrated ways online today, we have to be willing to align our approaches and higher education with the realities of our context for digital which really does mean thinking of it outside the box right trying to be willing to understand what kinds of experiences are really transformative for our students and being willing to imagine digital pedagogies that rise that challenge of meeting students where they are and really be centralizing or focusing on those really transformative experiences. The strategic in so far as we are incorporating decision makers across the university who are able to align pedagogy and technology effectively. We talked about a couple different frameworks for thinking that first of folks want to go in that direction there is some relevance to that kind of concept of strategy, and especially alignment between technology, pedagogy, and this chapter on the ethics of digital reading and that's a part of being strategic to right is imagining how we make future decisions that are well aligned with the ethical realities of working and being online today. And sustainability to me really refers to our abilities to keep the enterprise of teaching and learning. We're energized, right and able to be continued I think a lot of people felt very depleted in their teaching and learning, especially in the last couple years so I was eager to think about approaches to discussing online learning that really recenter or mission or values or ways that take that step back and help us again imagine how can we keep doing what we do will also being more intentional and being more imaginative about what's possible. So that's that's kind of the keynote in a three minute nutshell. I'll put actually the slides that in the chat I did make them publicly available. They might be a bit inscrutable as just slides in their own way. But there may be some things you sort of pick up on that are perhaps interesting there. And so in terms of connection to the book, this chapter. Well, let me take one step back and say that my book skim dive surface is about a purchase to teaching digital reading, and it goes through, it starts with the history of sort of reading analogies in higher education. Oh and thanks Nate through the link to the book in the chat bite from the press if they're going to buy it support small presses. So, we sort of start with kind of context for histories feelings around digital reading. We talk about strategies and approaches to doing that in the classroom, and we end by sort of taking a step back and say okay what are the implications of implementing these practices. And that's what we're going to focus on this workshop today is actually we're going to start at the end of the book. We're reading the second to last chapter together. Because I think it works really well in isolation, and it'll give us I think a lot of fruitful launching points around thinking through. What are the risks and rewards of reading online and reading publicly. Yes. That was that was good that was you managed to cover both the keynote in the book and just a couple minutes. I'm wondering how you how you see you know it hasn't been too long since you've taken your role at Sacramento State. And you know you have, you have a position there that can probably have some effect on the kinds of things that you were talking about in your keynote. And I'm wondering how you see your if this isn't too political, how you see your role as a director there. To be someone who's in a position to, you know, try to move forward on the agenda that you were laying out in the keynote. You, is that fraught or do you find it it's a possibility or what do you say about that. I'll start by saying I see my roles being a bridge. I think of myself as really bridging multiple parts of the institution from from where I sit. I think that we can't talk about technology and isolation, right it doesn't exist in a vacuum that only select few can understand. And it has to be paired with why we work in higher education right what, what are our goals for our students what are our goals for faculty success. And so I would like to think in my capacity as kind of that that bridge between sort of making sure we have space and infrastructure that makes effective pedagogy possible, and bringing in academic perspectives about why and how we can use opportunities for learning responsibly is an important modifier there. I can hopefully start to move the needle a little bit for instance, from where I sit. I'm really engaging a lot with with faculty with administrators with university leadership to try and share some of these ideas to kind of translate them for lots of different kinds of people. It's hard change takes a very long time. And I think there's a long ways to go. In most hired institutions to really think about strategies around implementing technologies from learning in ways that that are informed by truly meaningful student centered practice that aren't sort of just. There's a lot of reactive technology adoption I think actually Elizabeth and I were chatting a little bit about that in the chat a bit earlier even just today as an article I wrote in the Chronicle of Higher Education. Several months ago now about kind of how challenging it is to get the decisions made around educational technologies, how challenging it is to have unified vision and leadership and direction about which technologies are chosen and why Patrick asked old white men. I mean, that might be part of it. There's definitely some like power structures right that we have to sort of interrogate and think about in terms of who how when where and why decisions are made so I'll do my best right and we'll sort of see how the needle moves. I'm going to take a village right and so I'm grateful for those of you who are here to be in this conversation, you know, I'm guessing, if you're here, your faculty member, maybe you're an instructional designer, maybe you're in a similar role as me. You're a student, but the point is wherever you sit the more that we can all kind of keep advocating across the country for practices that are meaningful. And that really are engaged with listening directly to pedagogical use cases, well also that are informed, I think by an understanding of the realities of how hired infrastructures are built. So if you're looking for structures work. That will allow us all to make better choices, I think, but it is it is complicated and frauds and very political. As is everything these days. Right. Yeah, especially in education land. I know it at a hypothesis, you know, we try to amongst the world of educational technology vendors we try to negotiate a different pathway than many do along that route to and I think we've been semi successful at it. I think that we, we have definitely tried to focus on acting ethically and acting with kind of student centered student first kind of perspective and educate educator first as well. And so I think that what you what you presented in your keynote and your synopsis here really resonates with us a lot. And one of the reasons why we were so happy to have Janae here today. Um, you know I was thinking about, you know, at some point here, we still have an hour and 10 minutes left in our workshop but at some point we do want to transition over to doing some actual active reading as we might call it right. You are the reigning expert of active digital reason, or, or one of them, we should say at least. Yes, yes, we're a group and I'm sure there are some others here in the, in the audience as well. There's people here that you know we're all peers together. But I was just thinking about how we might start to transition over to the, the actual, the actual reading and annotation itself and I'm sure you have some ideas on that. So, before I let you go I was thinking that we, we might anticipate if you, I wanted to, sorry, we, I wanted to remind people that now would be a good time. But if you haven't already done it to go make yourself a free hypothesis account. And here is the link to do that. Again, we put it in the chat several times. If you don't already have a hypothesis account, you can make one that only takes a couple minutes to set it up, but it's good to do it in advance because it then sends a message to your email and you have to click okay, whatever you have any troubles with any of that. Please say something in chat and for any will help get you situated by making sure our support support folks are being extra responsive to your needs. Yeah, a lot of home and stem that is so true I like this new acronym, the own being one myself as well. I'm trying to be a good one. So, Janae. When you think about, you know, like, I mean, in a certain sense, all of us here today are kind of your students. We're learners assembled around you or with you. When you think about this reading with you, yes. It's a flat hierarchy. Yeah, it's a very flat hierarchy. Except only some of us have the cameras and audio but anyway. So when you think about this reading that you've assigned and how this group of now over 100 other people might get involved in it. What, what, how would you think about recommending that people first dive in to this text. Yeah, so I think there's a couple of approaches so I'll give us two options before we get into the text. One is that as you read. One way to orient yourself I think to some digital annotation or any really any annotation practice is to think about what concepts as you read what ideas connect to your prior knowledge. We know that new knowledge is actually built best upon. So an exercise that actually talk about in the book that you could practice here today if you'd like is what I like to call highlight link where as you're reading if you see a sentence that kind of stand out to like oh yeah that reminds me of my own prior experience that reminds me of something else. I read somewhere else on the web or that makes me think of this gift or this image or this video. Go ahead and highlight that in the browser and your comment. Create that link maybe it's just a sentence for you tell us what it reminds you of, maybe you actually put in the link to the thing that you're thinking about that sentence reminded you of. Sometimes that's a good entry point just to kind of orient your own experience because sometimes just like, you know, commenting can be very intimidating or overwhelming. So that approach doesn't work for you if that's not resonating for you. Another approach you can do here is to think of it kind of in a heuristical way. Another activity I kind of like is sort of what I call three two one sort of thinking. And again this work online but it can work equally as well in print really. So try to go through and give yourself a little set number of annotations right so it's like okay I want to find three points that are interesting to me just what what stands out what feels unique what feels weird. Whatever right kind of just sort of your gut feeling about that. Okay, I'll do three of those and I'm ready to moments that are like just confusing to me like I don't know I just don't get this I don't understand the sentence. I don't know what she's getting out here. Please do that by the way because I, I love conversations in that respect right we can start from a place of like yay enthusiasm or confusion and will be equally as productive. So just think of like one question, right just right okay it's like go through what's one question I can think of that emerges for me as I approach this moment the text. And the beauty of doing this digitally in this case the social annotation is if you take one of those prompts in mind for you as an individual. Someone else is going to have a similar kind of prompt in mind, and you'll see the thread of responses it'll become very active. So you can't think of a question yourself, maybe someone else's comment their link to prior knowledge, their moment of confusion that might trigger a question for you that might trigger something interesting for you that might trigger that link for you. So you have a lot of choices once these things start to become very visible in the space. And to make this manageable to another thing that we might do. What we're going to do is, we've got a lot of people here, and the text is about 20 pages long. So we could say something okay if your last name is like a through F right maybe you focus on pages, like the first couple pages like one through. Sorry the numbered pages 251 to 255 let's say and maybe once kind of Nate shows you the screen. I'm happy to share my screen to easier. I can do it if you want, unless you'd prefer. Maybe why don't you just in case you want to show any technical things about using the platform that you think. Yeah, yeah I was going to do that in just a second as soon as you. If you're, if you're ready, but if you have anything more to say before we do that. Oh, I was just, they want to finish this thought which is that you know if you want to chunk it out and not try to like leave all of it all at once right some of you might want to start the beginning. Maybe if your last name is like G through and you could take the first kind of subsection that starts on page 255. But I don't want to dictate too much of what you're reading here either because maybe you want to start in the middle and maybe I'll start the ends I might encourage you once Nate shows you the screen and we show you where to go to find this scroll through you know skim it skim it first. There's a book that has that in the title isn't yeah I know right. Crazy. Before you send a deep dive right get a sense of what's there. And then you might find your intervention at that point. I'm Karen's asking how he gets the text so maybe this is a good time to offer that destruction. And so just to remind people, you know this is chapter nine from from Janice Kim dive surface book, and there's a link to the bookstore there too but we're going to read this chapter nine ethical implications of digital reading grappling with digital archiving readerly privacy and evidence of our reading. And so this link in the center will lead you directly to an annotatable version of the text. And so I will click on that now and bring it up for myself. And so you should now be seeing it in the page and I can make it a little bit bigger as well. So folks can see it. If you're not, if you haven't used hypothesis before the way that hypothesis works as Jeremy mentioned is, it just adds a new layer to an already existing reading. In this case, the press has generously enabled Janae to share chapter nine publicly with you all so that we can annotate it together. And you can see, I've made one annotation on it so far which is highlighted in yellow year, but also in the upper right there's these little controls that you wouldn't necessarily find in just a normal PDF. And either by clicking on that, that already existing annotation, or just by clicking open this little tab here with the carrot, I can open and close the hypothesis sidebar. And just as another point if you find the sidebar to be too narrow or too wide, you can grab that carrot and drag it back and forth in order to make it wider or narrower for yourself. And then you can write your attention to one other thing and that's you see how there's this little red down arrow up here at the top. That is indicating to me that there have been other annotations added, since I opened the page. And so, and it went away I wonder if somebody added an annotation and then deleted it or something. Other it appeared again. You can see like Jeremy has added an annotation as well. And so if we scroll down in the book we would also see Jeremy's highlights. And if I click on his highlight it will lead directly to his annotation. Each annotation consists of an anchor, the portion of the text that was highlighted, as well as the annotation or note itself, like Jeremy has added here. So, each one of these annotations kind of exists as a little, a little tiny web page itself that contains a reference to the original text, and what somebody wants to say about it. And as Janae was indicating the annotation itself, of course, can contain all sorts of different kinds of information so for instance in my annotation at the top, I included a link as, as one of Janae's prompt suggested, and that is a link to the actual full annotation in case you wanted to get it from the press. So, we see that that little red indicator has jumped open again, and that means oh look there's so KB musings I'm not sure who that is has put in a new, a new annotation as well. So I can see already people have started on this path. The other thing I'm going to add here before we like maybe be quiet for a while after Janae has last word is if you don't already have a hypothesis account in one one. You can see in this upper right hand corner I'm already logged in so you can see that there's information about my account and so forth here. But if you're not already logged in, you can use this space up here in order to log in or sign up to get a hypothesis account. I logged out, you can see I can still read public annotations that are being made here, but I'm not able to make any until I actually log in myself and start annotating. So it looks like we've got a couple people Zach way up north. A couple folks are already annotating here. I'm going to be quiet there I haven't been able to see the chat. So I'm not quite sure if people have any questions but Janae, are you seeing anything that we need to mention as well. Not yet. I think. Again, I just invite folks you know you can start at the beginning if you'd like but I do encourage if you want to start in the middle. That's also a great place to kind of jump off of I think we'll probably let you sort of focus and be will kind of offer some silence here for how long Nate what's kind of our time expectation just so people kind of a sense. Yeah, and Julie will get your question just a second but um, yeah I'm thinking what is it's a little bit after to Pacific right now so I'm thinking that maybe we could spend. What did say we spend like 15 minutes reading, and then maybe so we'll go till about, let's make it 220 even spend some quiet time reading and annotating, and then we'll come back, we'll turn off our mic so we're not bothering you. And, and then we'll come back and maybe open up some discussion again, but before we go. I see that there are a couple questions here so yeah as Janae said to Lauren. You don't have to annotate publicly you could annotate yourself so if one goes in to make an annotation, you have the option to make it private to yourself. For instance, if I were going to highlight a little bit of text and make an annotation, I have this choice I can post it to public, or I can post it to only me, which would mean that only I can see it right. So feel free to annotate privately if you want but then no one else will be able to see it and engage in conversation. It could be that you also belong to more than one hypothesis group. So right now we're annotating in the public group which everyone can see right. I belong to a lot of different groups. So you could too and so if you are in a different group that doesn't say public you might want to change that to be public so that you're annotating in a place where everyone else who's here can see it. Yes, you can, you can change the privacy of an existing annotation and toggle it from from private to public. I see that and Jeremy is interacting with, which you lead to see if we can fix what she's seen. Are there, does anybody else have any kind of questions or having any trouble getting started. I forgot to mention one other thing that's like, we were just focused there for a second on making new route annotations right but you can see in Jeremy's annotation that he made, it's already started a little conversation. What you can do is instead of making your own annotation. If you find the annotation that someone else has made like the one that Jeremy made a couple of people have replied to it by hitting this reply button. And so that starts a threaded conversation, much like you would see in our discussion forum. Based on the top level annotation that Jeremy made in this case. So you have that possibility of either making your own route annotations or responding to other peoples. Yeah, so why don't we go ahead and be quiet now and then we will have a full 15 minutes if anybody has it having any troubles bring it up in the chat. We'll try to answer it there. And I am going to go ahead and leave my screen up so you can see what I'm annotating in case you're just want to watch somebody do it. Just want to pipe on the mic and say I'm really enjoying reading all these comments and going through them so thoughtful. Appreciate it. You know, today maybe maybe we'll we'll just jump on a little early on. I'm wondering, you know, we're seeing pretty rich activity here. I must be a little bit disconcerting for you as the author of this work. Watch live as people pour over it and read it and ask questions and have dreams about what it could be and different opinions and so forth. What are you taking away from this experience as an author so far. This is like a dream, honestly, because you write in a vacuum and you don't know what anyone's thinking as you go and you kind of wonder does any this make sense to anyone that me I guess we'll find out. So it's nice to just see kind of thoughts launched right reading and writing their conversations there about people. And often we can forget that when we don't see the people associate it with the text or can't hear it so I'm really enjoying it. What is standing out to me there's a couple of things thematically that are standing out to me so far and I think we can as we're giving full confidence to sort of wrap up and keep going. Maybe we can even point to some of the moments that have been sort of particularly active in the text here and kind of like uses as a focus for a little bit of the conversation here. Thank you for those of you who've been doing reading it so far it's really it's like such an honor to know that you're enjoying it. One area that seems to be kind of very popular here is sort of the beginning reflection on this sort of moment of just challenges with our own kind of reading practice challenges with kind of maintaining records or understanding how to organize records of your reading. Yeah, so I was kind of seeing a lot of activity, especially at pages 251 and 252 challenges of storing and archiving and remembering where things kind of go. So I think, you know, one thing I'm wondering about or thinking about I like to just start with feelings about reading to because I think they sort of inform a lot of decisions that we make. I'm curious to hear or see a little more about or take the temperature, perhaps on kind of some of these feelings about storing and archiving I've seen a range of feelings so far in the annotation some people think yes I really wish I could store things more I saw another question have to find who said it about like well, do we need to worry about storing these things like does it really matter if we do so if like the learning happened in the process so I was curious about what other feelings are kind of coming up for folks as they were thinking about kind of implications of trying to consider how they keep store organize reading and seeing evidence of that. Definitely it seems like there's, at least with this crowd, which is probably a somewhat self selecting kind of crowd right everyone here is probably an educator in some way. There's a lot of, there's a lot of emotions around our relationship to information. You know words like sense of loss and, you know, I know that there's people have also been tossing out different strategies that they use to kind of help keep track of information, whether it's the giant metal filing cabinet and your parents basements, all the is it zettled castron. Somebody put in a video here which was I thought was something we didn't even talk about about how annotations can be multimodal, you can put images and videos and, you know, here we go. This zettled cast and is a practice around kind of a very intentional knowledge recording practice and there are obviously Brianna and maybe others in the crowd are part of that movement. That's not mentions of ever note ego. Obviously hypothesis is another way to do it. Hey, one thing I forgot to show people is, you know, we've been making these annotations on this very specific document you may have if you were watching me do it at all you notice I was putting in a tag on my annotations. One thing that you may not know about hypothesis already is that all your annotations in addition to being able to be visible on top of the document itself are also available to you in a kind of like combined notebook of all your annotations and I'm opening up mine here. So what we see here is a kind of search and browse interface for for hypothesis and you can see that mine is filtered down just to show annotations that were made by me. And there are other kinds of filters that you could use. So this is just showing me annotations that I myself have made. And you could also see annotations that I had made. If they were public or you, we belong to the same group. But the cool thing about this is, you know, all the annotations, you know, just talk about putting a pin in knowledge, like you mentioned in your text. All the annotations that I made on your chapter here, Janae are collected in this one little area for me. And so I have them here in addition to having them on top of the text itself. And I can always go open that same text directly back from my, my overall hypothesis collection. I can end up being a kind of, you know, a literal way of putting a pin directly in a very discreet point in a text, in addition to also having further thought about that pin and explaining what it means to you. Make people make sure people saw that capability set on pop back to the reading here. And the, the fact that comments don't pop up right away. There's something like, you know, in a Google doc where there's that thing where everybody's editing all at once and you're actually typing on a line and then it moves down the page because someone added something above you or it just can be very dynamic and it can be very distracting. You know, the fact that you do have to sort of intentionally reload the page in order to see more comments. You know, some people see it as a hindrance but it could also be a benefit like you're suggesting. Just also to note, in case people didn't see this functionality, this eyeball control here allows you to toggle on and off the highlights. There's a whole bunch of annotations on a document like this, but you want to have a clean read where you're actually not paying attention to all the notes, you can just toggle off the highlights. Close the sidebar, and then you're back to a completely clean read of the document. Are you seeing other things in the, in the annotations Janae that are that are leaping out to you other patterns. So as we go further down, you know I'm seeing a kind of different sets of opinions about how we talk about privacy, actually, and this started at the very top. I don't know if that's the title a mess or sorry, I don't know this person's first name. You know, kind of thinking about kind of the privacy reading privacy is referring to kind of the privacy of students thoughts by what they are not willing to share. And later on, I'm seeing other folks kind of grappling with privacy, and from a different sort of perspective right around the privacy of like, you know to what extent is or your cookies tracking what you're reading and impacting your behavior kind of from an, from an algorithmic perspective. And I'm sort of, I'm curious about the extent to which the folks here. Like, how do you all think we should be approaching discussions and these sort of expansive notions of privacy with our students. I have a few suggestions in this chapter of course, but I'd be eager to hear how others are addressing this either in their own classroom practice, or with the colleagues or if you're an instructional designer if you're more in that kind of space, how you talk to faculty are making decisions about whether to make certain assignments kind of public or not online or because I know that there's a lot of just just different ranges of feelings about that. And if someone or someone actually wanted to join us on stage and talk rather than chat, they could. Somebody has something they want to say about Chinese question. Let us know in the chat and we can bring you up. If you want to comment here in the chat to me so that was your comment to me in the text itself as well. Yeah, I just said I, as I was writing this particular chapter. This was like a tough one for me to write this took me a while because there was so much I wanted to say, and this book was already getting long in the tooth. I already had to cut out like a third of this book. There was just so much that that you could say about this topic so I feel like on. I just struggled to make this as narrow as it could be because there is so much complexity around like. I mean, we're engaging in social reading right now this is inherently not a private practice or making our thoughts visible and deliberately so. I think a struggle that I have whenever I implement these kinds of activities or assignments is, you know what will make it feel safe, what's the value of making the work public. Who can be empowered to engage in that can't be. There are better ways that we can still have reading be digitized right because we know that you know some context of course is that many students aren't buying textbooks right and they may not be buying ebooks, or excuse me I might not be buying print books and maybe using ebooks or just using their phones to read right so it's like how do we take advantage of kind of the benefits of the media and what's available without making people feel vulnerable or uncomfortable or coercive to making choices. That's something I think about a lot. And I love your comment here Lauren about emphasizing student agency kind of giving it an opt in philosophy giving them some options like choosing a pseudonym. You know just just kind of making these options really clear. I think that's a great approach Lauren appreciate you showing that. And Elizabeth that one thing that I was going to add was. Educator who's done a lot of work in this area Amanda Lacastro often structures her engagements with students by first annotating in a very close private space. So that when people, maybe it's their first encounter with group social annotation. And so they, she has them do that in the context of a private group, like in the learning management system. And as the academic term progresses she actually evolves their practice more to an open public annotation sort of framework. And so kind of scaffolding their, you know, they're the layers of privacy and agency that they take in the public, how public their work is. And obviously there are still dangers right as, as Alyssa brought up here to where, yeah, I mean the online environment is an environment where you can get abused just for, just for being public about almost anything. Thanks for sharing the resources Lauren is great. Yeah, the Revis community does a lot of really great work. They're exploring all the open resources at Revis is highly advised. Also getting involved in, if you haven't already had a chance to do this and you have free time on your hands because he doesn't getting involved with helping to bring some open works to publication, whether by writing or editing or proofreading or I helped by doing some technical details. There's a lot of ways to get involved, and you actually end up being. You're a public author then. So it's a great way to get involved in treating more of these comments. Yeah, Alicia you know you're sorry to, sorry to keep talking but your comment reminds me that, you know, something I'm sure Janae has addressed to which is, you know, one thing that we do see in annotation as opposed to like live classroom is that it does seem to afford a kind of, you know, a more welcoming space or a more open space for different kinds of people to participate. For one thing the activity we're doing synchronous annotation right now, which is actually relatively rare. Someone before was saying that they tried it and it actually didn't go well. It is a little disconcerting to sit quietly in a room of other people and I'll be reading together, and yet still having a conversation sort of in the margin. But we have a lot of a lot of educators reporting that they see that annotation enables a wide variety of students who might not feel comfortable speaking up live in class, getting more involved in the discussion than they would normally, not only in the annotation but when they when they come back to class and are having a face to face discussion. The work that happened in the margins can then help make the conversation that happens live more inclusive and valuable. Yeah, I'm looking for. I'm seeing some other kind of trends here. Do you want to share your screen instead. Oh, sure. I'll point out I'm reading one comment that I could maybe find it. If you tell me you made it. It is from all right, it's on page 264 right before the how we empower students header. I'm sorry say the name again. Oh L Ray. Oh L Ray. Yeah. Yes, this is this is the comment I'm sort of looking at. So I wonder whether emphasizing the personal responsibility to maintain control of a privacy is the only a most effective way, like getting issues of surveillance educational technology it seems difficult to get individuals to care about this. I just think that's a good, and a point that I feel challenged by two ways how to make these concepts that might actually seem simultaneously very concrete but also very abstract meaningful. There's a lot of things that are obvious right like do I make my writing visible in the margins are for not. But there's so much about reading online. That's not so obvious like why should we care for example that if we don't clear our cash regularly websites can follow us are on the red where we go. And even if you're within, you know an institutional learning management system the internet will know if you're a student, for example, and will give you recommendations. So there's a kind of like tracking mechanism that I think can feel like kind of out of remove from like the kind of space of the classroom. It's like it's kind of there and it's not there. Right. Like it's a pervasive part of this work and there's another comment that I made about some educational technology being inherently tied to the logics of surveillance capitalism. Right. So it's like it. I sort of struggle with how we resist kind of subjecting ourselves to kind of constantly being surveilled will also recognize that that's part of the web and part of the risk of being on the web. So that's just something I, I'd be eager to hear if others have thoughts on ways that they get at issues of surveillance, in particular. Every in reading your chapter every, it just conjured up the whole digital literacies practice to me because you know there's so much about forget the subject matter that you're that you're engaged with in teaching and learning. There's so much around how you're going to interact with it in this wild world that we live in. You might be using to do that and how you're going to access it later and what kind of agency it gives you and what kind of privacy it affords and all those different kinds of things where it's, it's, it's actually, it's sort of hard to have like a more naive relationship to the material anymore because it's always embedded in this complex web. Maybe that's always been true and it's just more surface now. Some good questions, more practical question here from Kate. Yeah, for the synchronous annotations and sort of experiencing activity you could you could do in real time. I mean, I have mixed never I'm assigning reading it was an experience that whether to give it like about like, you have to write a minimum of three. Sometimes that feels a little bit like it, it turns into a compliance task like well okay I guess I'll do my three and then be done. But on the other hand it does kind of like make the task for manageable right of like okay well I know I have to do these three so I'll start there and see where that leads me so um, I think what I would probably do if I were to create something like this again asynchronous my own students, I like to do a little bit of like, like a temperature take, or even like an intake kind of survey with students different points like hey what are your prior experiences of reading like, have you ever done this before. So, do you like to have more time or do you like to have a be time on task right kind of see like your what your students thoughts are about their comfort level with this kind of work. And that might shape right whether you would make it a set number of annotations or whether you keep it more open so I would say if you had a group of students who were a bit less experienced at the task. Maybe a set number would make it feel more manageable, because students who had done this or had some exposure to it. You could probably keep it a little bit more open ended because me here's a perfect example right you all are very experienced readers. If you're here, and so we're able to keep this task a little bit more open and give you several different options, because we kind of had full faith that you felt comfortable doing it you probably wouldn't have come here. So there's a big difference between kind of you volunteering to be in this space to writing and thinking and reading with us, and students who, you know they have to go to your class. They don't have much choice but to engage with the assignment. So it's worth kind of also just again checking in as the instructor and acknowledging hey I know this is part of the class let's see how we can make the most of this for you. I think these kind of social annotation tasks are at the greatest risk of failure. If they feel very performative right of like oh well I have to like, makes a comment that teacher wants me to make. And that's when you get kind of the more like stereotypical like discussion forum kind of responses of like yes what Nate said is so interesting, I agree with me. Right which like doesn't really gets you very far. Right, so I think making it kind of very clear students with the purpose the task is why they're doing it. And then what the expectations are can make it more successful. Yes Zach exactly like well, I'm going to, I'm doing this, you know, because I think my teacher used to see that I've done it. So what happens if we don't know, you know we don't have like a way to enter either right like I think if the entry point isn't clear we also can kind of slide back into. Let me comment and just say I agree for the sake of agreeing because I'm overwhelmed. So I try to be very empathetic to that that challenge. I see some people are having to leave already thank you all so much for coming. This whole conversation is really bringing up some great points. I think it is, it is a little disconcerting to read together because I think we so much think of it as a private act the actual reading is private you might discuss it together, but the actual reading is always so private. The nice thing about this is, you know, you can make that collaborative social reading happen without having to be all together in the same place at the same time. So that the kind of strangeness that we're experiencing today may not be the most common way that people read together using social annotations. I don't think you don't have to try to recreate what we've been doing here in a day in a classroom in order to experience the value of social adaptation, in other words. I want to amplify Stevens response here in the in the chat and before going back to the texture and sing a couple more things. Hey, Steven, I really like your idea. I mean it helps it's great that your business law instructor, how convenient, that's a wonderful connection. Yeah, think about actual use cases make it real tell stories. I think that's a great approach the more we can kind of make abstract concepts really concrete for our own experience is a great idea. I would love to know if you bring it into an annotation discussion with your students I think that's awesome. Yeah, and Steven, I mean, the opportunity, I think law is one of those areas where social annotation could be most valuable in the law practice as well as an education because there are so many digital documents in law right where, you know, anything from the Constitution to, you know, to a specific case law or something like that. You know you've got this document and so much room for interpretation that having a conversation in the margins on top of, you know legal documents seems like absolutely crucial. It's a fantastic project in Colorado University Colorado Denver that I'll put a link into where a teacher and a group of students have been working to bring the right to education into the Colorado State Constitution. That's their project that's their goal. And of course and of course of doing it they ended up annotating many legal documents, but it's both a real world, like let's make something happen in the real world project. It's a connection to being a digital literacy project and a reading project and a law project and all these different things combined together I'll find a link to it and put it into the chat. Trying to find there was a comment. We can use this search bar up here to search through the annotations if you remember a keyword or anything. Sure, that is great. Yes. Okay. So, page, page 270. We're kind of getting into the examples of suggestions for conversations. Yeah, here we go. I developed my influence on metadata. And I wanted to acknowledge, there's a few comments here about kind of digital inequities, you know this is kind of my piece of overwhelming to teach some of these things so I think that's a really good point. Leslie Leslie Leslie still here. I can appreciate right that as an instructor it's like they're already trying to teach so many different things that like having to then also kind of try and close like digital equity gaps or digital literacy divides like on top of it all like, how do you even have time, how can you do everything. So I guess I want to like maybe make a call out here to and I'm sort of, I wish I mentioned this more in the text. You always regret the things you don't talk about but like, we have a lot of librarians here I think librarians are great resource to partner with, especially for this particular point. Like I don't think instructors should necessarily feel very, completely obligated, right to do it all themselves I don't think you can do it all yourself. I think especially this chapter, one reason I chose this for this particular activity was I was, you know, really hoping this would kind of get us into some launching points. What we're doing right now about how faculty librarians IT staff academic skills coaches advisors, all these kinds of people are going to help kind of augment this knowledge and maybe makes these issues visible so I guess I would encourage like all of branch type of thinking. So if you're going to be part of helping students develop some of this mindfulness around metadata or to kind of like, you know, Mark and, and Zach, replies to Leslie I think are interesting, and useful here too because they do tie in. You know, Zach has a specific suggestion right about like, you know, you can create some infrastructure for them as kind of an entry point and explaining what that structure is can be a good way to do it. And to mark finding it ties into some of I think the consistent needs around digital literacy and computer training development to. I'm curious if others have ideas in response this point about like hey if I can't do it all right. So what would that look like exactly. It's really tough. Hey you know that the thing that it reminded me of is the domain of one's own project that work. Are you have you dealt into that journey. A little bit, but it's a good connection here. It's not addressed in this chapter and any real part of the book it was a little outside of scope I think in terms of like. If you're not familiar domains of one's own as a project where institutions can kind of purchase quite inexpensively. Some domain space that where students and faculty and staff can kind of plug in content management systems like WordPress or Drupal or omica and kind of create their own sort of web properties it's a great way to kind of learn web offering and archival skills and teaching skills perhaps. That's a way to do that with kind of the protection of the institutional licensing without going like all the way into having to purchase a domain. For example, so it's a little outside of scope for this book because, and yes market it started University Mary Washington thank you. It's a great project I really love really interesting I just didn't get it fully because it felt more about kind of content creation. And I did about content consumption, which is really the focus of this particular book. But yeah, I mean it's definitely ties together and I think it's a great way for people to learn. Yeah I was just thinking that you know one of the takeaways I have from domain of one's own is this idea that a domain is, it gives you a kind of permanent digital place, a sort of home. And the way that you use that and what you put there can evolve over time. Right so as your digital literacy grows or changes or your focus, whether it's scholarly or professional changes, you can sort of modify that like you, Janae have a pretty robust websites under with your own domain. In fact I have it open right here and we should make sure that people actually visit it. Yeah, so I'll do the link in the chat. It needs to be updated. We always always feel that way but you know I don't know how to date, but there isn't a chat in case you want to come say hi I've got a couple recent blog entries for once so that's exciting. Yeah. So that's the idea that you've created a domain you own Janae Con.net, and then now you are able to have some agency and deciding what's going to be there. You can use it as an archival space. You know you can do experiments there. I mean I think that's a very valuable approach to building that kind of literacy. Absolutely and to tie into this I mentioned the portfolio is this chapter two which a few of you also kind of commented on the annotations right on page 272. Kay mentioned an e-portfolio assignment that she's done. Clarissa to kind of pointed out, I think she's gone actually, but pointed out sort of archiving, curating, kind of practices a part of e-portfolio so that's of course really a benefit to a domain as you have this opportunity to kind of reclaim evidence of your work, archive it, curate your own thinking. Yeah, portfolio pedagogy is so interesting. There's so much we can talk about there. It was one of these things that was like a little tangential to this chapter, but I was like I'd be remiss if I didn't mention it, because I think that's part of the student agency piece. It's a theme in this chapter that I think a lot of folks that I'm picking up on in these annotations, right, is the more that we can empower students, faculty, staff alike to understand where their ideas are stored, how they're stored, how they're being shared. Yeah, the more they can feel like they are also empowered to learn more to keep learning because the web also keeps changing and evolving expectations on what's what's available where it's available will continue to grow as well. Yeah. There's a lot of good assignments being shared in the chat here. I'm going to go back with this explicit social annotation assignment for the US Constitution. How cool. Oh, Lansing Community College Leslie. Yes, they do domains of one zone. Heard a lot about that, that program there. Good to see you in the house. Oh yeah and thanks Mark for linking to able. That's a great organization for people who are doing portfolio pedagogy. It's a great community. It's a great conference, you have a chance to go, or go online. Yeah and Salt Lake Community College, one of the largest community colleges in the country is also one of the most innovative they've done some so much great work and open educational resources for example, great people there I've always loved to visit it. Yeah fun fact, this book was initially conceived at Salt Lake Community College. No way. Yes, because I was a part of a national Endowment for the Humanities Institute in 2018 on the book, it's material histories and digital futures. Shout out to Melissa Hellquist and Lisa Bickmore, who organized that at Salt Lake Community College. And so they're an acknowledgement for this book. And so I got to spend a lot of time there. I was there for a month. As we were like making books and thinking about book history, I like outlined this book, because that was my goal and then she was like, I'm getting a book out, and I did. So it took a while, but it's here. Yay. And it's funny, you know, the book about digital reading to have like this print object still. But it's nice to be able to it is available of course and in digital forms as well and I'm glad the press was gracious enough to help us make one of the chapters public. Yeah, that's really great. And I feel like more publishers to do things like that, like, you know, give a taste of the book to the public, enable people to engage in it and who wouldn't want to buy the book after you've seen how great one of the chapters is right now sneak peek. Well, sneak peek. Exactly. Yeah, so just so you know this. This chapter we, we will obviously it'll still be available at this URL that you've been using here today. There's a little bit of dark magic at work and hypothesis so this this is a PDF originally right a PDF of chapter nine from Janice book. Each PDF has a unique digital fingerprint. And the way hypothesis works. The annotations are tied to that unique digital fingerprint. So actually no matter where you annotate a copy of this PDF. The annotations will all find each other. It seems it seems almost too hard to believe, but it's really just a simple mapping to that one fingerprint. And so, we're going to work to also get it. I think if you're up for this still Janae more permanently located in your website so you have kind of a permanent, you know, home for this annotated chapter. Yes. Yes, so this exit I think without for whatever reason the via link wasn't working Nate and I were trying to troubleshoot, but there is actually an X this exit is published on there we have to figure out how to make sure the annotation layers think up but in case you're wondering, this exit does live at this page and it works with the Chrome extension. If you downloaded that but the via link for whatever reason it's just not just not liking it. I'm going to give it another try. Oh, did you actually put a link in here. Yeah, if you scroll up. Oh, sorry. Now down again, right in the center. All right. Here we go. Yes. So here, if I do enable the hypothesis Chrome extension, we should see all the same annotations that we're seeing over where we're annotating it. So this is the dark magic so even though we're looking at this on a different web server and it's held in a different place the annotations find it. But it does require to use the Chrome browser and Chrome browser extension here in order to see the annotations, but we'll try to figure that out. I think that we're actually, believe it or not getting to the end of our time here and so I wonder, you know, as we sort of bring this to the close I see there's been lots of great connections going on between people in the chat that's great and really appreciate everybody who's come and contributed their thinking and their annotations we've are up to let's see what are we at 82 hunt went from 83 to 82 somebody somebody removed an annotation, which you can always do to remember you can or delete an annotation. So, yeah, really rich session today annotating. Janae, did you have any sort of closing thoughts or ideas that you wanted to walk away with I'm I am kind of curious like if you were going to go. Let's say there's a second edition of skim dive surface. Would you feel like you would come back to these annotations for your revision of chapter nine. Absolutely right I mean the more conversation you know the more that people sort of read and comment right the more ideas that can spiral out. I think I particularly appreciate the comments about kind of connecting to the real conditions right of students where they are a lot of I think great themes I saw emerge about how we support marginalized students in particular and what it looks like. I think would be great to kind of call out more explicitly if I could kind of go back or create a version to. And to also kind of be more transparent and pragmatic about what exactly the approaches could look like in partnership with the rest of the university campus is something I'd like to of course update. And I think this chapter, you know, speaks to very current issues around how archiving works right now. But I think these things are going to change in different ways it's like this chapter in a way. Another reason I chose is like I kind of knew it would keep evolving right I think. And that at this point in time, we may have different connections to make them. We might make in two months from now depending on what kind of happens in the world and with how information stored or secured so. I just want to underscore the gratitude for your attention, your care, your reading. There are a bunch of other comments that had questions that I'll try to respond to asynchronously as well and you'll get a little thing on that for me. And I'd be very happy to keep engaging with you if you're curious to talk more or do more work on this. I'll put my contact information over in the chat you're welcome to find me on Twitter is a great place. I'm quite active there. I'm very active and linked into for there, as well as, you know, via email so I'll put all those channels to reach me in the chat. You got feedback right on just like how did it feel to read this chapter how did it work like. Yeah, I'm happy to hear that feedback directly sure with, with other folks I'm in touch with the LC people to so don't be shy about that. Is anybody saying anything else other than that so many things take away. Oh, and be I'm glad you founded a good introduction because we didn't actually focus too much on introducing it so that's great. Well thank you so much today. I really appreciate your being willing to do this even after all the work that you put into LC and other and other venues. So thank you. It was awesome and look forward to even going back over the annotations even more and reading them all in depth. Me too. I'm excited. It's like a little goodie bag of ideas. So thank you for putting some virtual party favors inside of our digital goodie. I don't know why like little like rat hands are my yeah. Yeah, no that's a little like fun size candy in a bag. It's like hanging hanging ornaments or something like that. There you go. Yeah, anyway, yes. Thank you everyone really nice to meet you all stay in touch.