 Hello folks, and welcome to this webinar on how to how social education can transform your JSTOR experience. Maybe you're here because you're a JSTOR customer and you heard about it from our friends at JSTOR represented by Alex I'm freeze here. Maybe you heard about it from hypothesis because your hypothesis customer and welcome I'm Jeremy Dean vice president of education at hypothesis. Maybe you were just on Twitter and you saw an advertisement and you don't know about JSTOR hypothesis and you totally knew. We're going to take care of all audiences here today to talk about how social orientation can transform your JSTOR experience. How social orientation can transform your reading experience and your reading experience of scholarly writing generally so if those are topics of interest then you're in the right place. A couple pieces of housekeeping to go through first. If you have a question we'd love to hear it. There's a Q&A we have some other folks here to help surface the cues that come up and we'll do our best to aid them. And we will have a discussion section at the end. If you require or would like closed captioning you can do that by turning it on in zoom. And I will say we tried to get an ASL interpreter for this event but we're unable to do so and plan to do so for future events and so stay tuned for that. All right, let's get started. I'm super excited to be here with my friends Leisha and Alex. Now we're like on tour a couple weeks ago we were in Denver at the CNI concert, CNI conference, and talking about some of the same topics to a community of wonderful librarians and beans. And now we're here bringing the show on the road or I guess we were on the road now or this is our hometown turf the virtual space. In any case, I'm Jeremy Dean, Vice President of Education at Hypothesis. I'm joined by Alex Humphries, Vice President of Innovation at JSTOR Ithaca. And we're joined by Leisha Palin who's the single Professor of Information Science and Computer Science at University of Colorado Boulder, and a user of Hypothesis in the classroom. So we'll have a practitioner perspective. An overview of the agenda here. Alex will pick it off and talk a little bit about JSTOR and the use of JSTOR of content on JSTOR in the classroom, which for some of you may be, you know, a new idea a lot of people use JSTOR for scholarly research but I taught for many years and I would use JSTOR articles in my class I make my undergrads and even when I taught high school I use JSTOR have my undergrads read articles from JSTOR. I'll be talking about that I'll give an introduction to Hypothesis and talk a little bit about annotating with Hypothesis and annotating JSTOR specifically with Hypothesis. And then we'll hear from Leisha about how she's used Hypothesis on top of scholarly writing in her undergrad courses at University of Colorado Boulder and then we'll have a discussion and Q&A. And with that, Alex, I'll kick it to you and I'll just say I don't know if anybody remembers this but did you guys have those records growing up where I think you would have a book that went along with it, and when it was time to turn the page a little chime happened. Yeah, see you want me to sing. Just how were you want to signal the chime I think different records, sometimes incorporated thematically so it would be different but you can just let me know how to advance your slides whenever you like if I'm not on cue. You got it. Thanks Jeremy and I'm really happy to be here and really appreciate that introduction and I'm happy to get to kick us off. Bong. Those are cute Jeremy. Maybe we won't do the bong anymore. So, some background information just for folks who who needed I don't know. As Jeremy said we're not sure exactly what what knowledge everybody is coming with so we want to make sure you're scaffolded to know who you're talking with we I work at Portico, which is a not for profit dedicated to expanding access to knowledge and education for people around the world it does that through a variety of different brands that do academic research or do research and consulting with that the gas and our preservation with so we have a text analysis platform with Constellate, but I'm here today for about J store, which is an enormous digital library, and really just houses so much amazing material that is it is used ding within the educational enterprise. Since J store is primarily sold and available through libraries, people in higher education don't always think of it as being part of the teaching and learning enterprise it's it's sort of a library resource. But I, you know, as Jeremy said, we're here to disavow you have that notion J store is very much a teaching and learning tool. And very often in the classroom, you can see here on this funky little chart. The that are seasonal peaks and valleys are very much driven by the academic calendar. A lot of that usage is student driven research so writing the term paper over Thanksgiving break with too much turkey in your belly. But not all of it is there's a good there's a large portion of our usage that comes from teachers like Jeremy. So who assigned specific articles chapters primary sources to their to the materials J store has so much it's a, you know, full length of every full run of every journal that there are canonical and really important artifacts, especially in the humanities and sciences that that are shared within J store. But challenge so the teachers are already doing that and that accelerated greatly with the pandemic and online teaching became more important that so that that has happened. But there are some, as we began to look at that and really think about that a few years ago. There are a lot of challenges for the way that's done currently. There are a few different ways. First of all, a teacher could simply include within their syllabus, a link to the J store to the J store article teachers do that. All the time they'll link to to relevant material, as any teacher will tell you though those those links can be lossy you might lose a student on the way to wherever they're going. And that could be because the student has to click a whole button and that's really hard, or because they're offline and they have to re authenticate using their proxy server into the library before they get into J store and that's friction and that means that some number of students in your class are not going to follow that link all the way through. And so we'll not have read the class, the materials and so class discussion is going to be impoverished because of that. So that's the first. So that's the first sort of problem teacher might get over that by downloading the PDF from J store and we know teachers do this and posting it uploading it to the LMS. And that way the student doesn't have to re authenticate. That's great. Because it's hosted on a different platform, J store doesn't see that usage and doesn't see its public doesn't see and our publishers don't see our usage, and we allocate revenue to our publishers based on that usage and so it's actually against dark firms and conditions to be able to do that teachers do it and it's fine but we'd love to find a way that would allow the publishers to be able to get the credit so the authors can see the impact of their works, which they're not seeing when that when the links are just shared like that or PDFs are just shared like that. So those are just about access and and all of that. The other real hurdle here is that academic reading is and learning how to do academic reading is a skill that has to be developed has to be taught students and undergraduates all through their educational process process have to develop and build those skills and that can be really hard and intimidating and there are, there are far too few supports for students as they're doing that that that guilt building those skills. So as we began to explore these hurdles and look for ways to solve them. Click. We thought hypothesis might have something to say about that. So, we partnered with hypothesis over this past year to pilot an integration that overcomes all of those different hurdles. We've developed that implementation this past semester or past academic year it's been implemented at around 30 institutions in the US. And we've conducted those institutions with teaching and learning centers to train and support students as they use the integration and then we've conducted a number of quality qualitative interviews to just make sure that we're doing the right thing and that it's helpful and that the materials that they're providing are supportive that they have the support they needs. And I think hypothesis is even published a case study of at least one of those click. What if you remember on the hurdle slide we have all these frowny little sad exes now we have smiley faces this integration solves those problems will show it to you in just like a second. But just to summarize at a high level what happens is a teacher assigns a particular JSTOR article or chapter material within the learning management system and does so using the hypothesis learning management system integration. What that does is when they do that the student gets access to the article directly within the learning management system. That means they don't have to re authenticate they don't have to go to a different place it's already there. But it's essentially a tunnel through the learning management system into JSTOR so JSTOR sees the usage publishers see the usage the publishers authors see the usage. And so they can see the impact that their materials having in classrooms which is really exciting. And last and most exciting at least to me, oh, is that hypothesis provides the platform for for to learn how to read scholarly material and Lace is really going to show you exactly what that means I can't wait for you to hear from her. Quick. Last before handed over to Jeremy I just want to emphasize that all of this. These tools and this community for social annotation are happening at a time when chat bots chat GPT and all of that are could lead one could imagine them leading to the great summarization of material. You can imagine it being very easy to just summarize this material and sort of use chat bots to get around engaging actively with the academic literature and I don't think this will be too controversial in this environment but I will just say I think a summary of an academic paper especially in humanities and social sciences is no more replacement for the actual engagement of the of the text than a cliff note summary or review is of an amazing piece of an amazing novel you need to actually do the hard work to engage with the words on the page and hypothesis creates an environment for that to happen which can be really really powerful. Now with that, I'll hand it over to Jeremy to tell you a little bit about hypothesis. Awesome. Thanks so much Alex. Yeah, there'll be a little bit of repetition and reiteration of some of these points which I think is great. I really appreciate the point about chat GPT and summary, but also Alex you know that that's why I assigned JSTOR articles alongside of the text I was teaching my English courses both in high school and college was because I wanted them to engage in a deep and difficult kind of scholarly writing that JSTOR hosts. So I bought this as we talk about social annotation as making reading active visible and social so that first part, you know Alex mentioned this. The first one we don't always know that students are doing the reading maybe even more so with chat GPT but really making them into active readers doing the reading and then doing the reading and thoughtful, deep ways. This is a tool that can, you know, bridge that many of us have annotated, you know, on paper. This is a tool that can allow you to do that and allow your students to do that in a digital environment. It also makes it visible right the the haptic experience of annotating or, or highlighting in the text is part of what helps us comprehend it. Part of what's helps us that start to make it our own and to think critically about it. And you can really see that when you when you've highlighted a text. And, you know, again this is a way to see where, you know, where you've annotated and what you're thinking about and help kind of create those pathways, both neural pathways but also pathways in the text back to key points. And finally, I don't think Alex got this far yet in terms of taking my marketing language but it hypothesis makes reading social and this is really the kind of newest piece I think of social annotation in the digital environment right when I annotate when I read when I read and why I annotated in college. And so for myself, I wasn't showing anybody those annotations. But one of the really neat things that when you take annotation into the digital environment is that added social affordance, which is really really important for undergrads I have a theory that I haven't proven yet I'll publish something you know and maybe appear in JSTOR at some point that a lot of students you know when they're reading and isolate have an isolated experience of reading, they get lost and they might give up right they might stop reading. And in other words, they may you know drop the course or even drop out of college because that reading can be very isolated, especially no offense Alex. Some of that stuff on JSTOR is dense and difficult and sort of makes it feel like do I belong here. You know I don't totally understand it so it's helpful to have the tool like hypothesis but also to have your teacher be present in the margins as you're reading and have your classmates present. So I've seen some feedback from a user that said it's very powerful to see that other students are struggling with the same concepts right now everybody opens a JSTOR article and immediately understands all the words and all the references right you need to annotate you need to look things up. And when you do that socially and you sort of understand it as a collaborative process. It's quite powerful. So, um, technically what is hypothesis for most of the folks here that are associated with academic institutions I've seen that we have a range of folks from classroom educators to librarians, you're probably familiar with the learning management system well hypothesis integrates with the learning management system with all the LTI compliant ones you see the logos there on the right and if you're a classroom instructor you can make your readings that are in the LMS annotatable. Add an annotation layer to the stuff that you're already teaching. And this is a great annotation sets, and this is a really important part of it right, truly making the reading required right if you're just sort of expected to kind of appear attentive in class as a sort of check on the reading. This is a better way the students actually have to open the text they actually have to click through and get to JSTOR they have to read some part anchor annotation or maybe more than one. You can assess it and of course you can choose how you can assess it it could be a kind of complete incomplete thing or you could have something more rigorous as a rubric in terms of what you expect students to do with their annotations. So what is the JSTOR hypothesis integration look like. In just a second I will share the link to this deck so you have it for posterity. But I do have some slides in here that walk you through the workflow but I'm going to click out of my presentation right now, and actually go to hypothesis you guys still seen my screen I'm not getting a good sort of visual. We see your whole desktop. All right so you see like pictures of my kids and other things I've been your kids look a little purple wavy it's kind of. All right now we're in a better place just seen JSTOR here. Okay, so I'm on JSTOR. I found an article I want to teach. And I'm going to grab this stable URL for later. And then I'm going to go to my learning management system. This one happens to be campus, very similar in blackboard D2L and other elements is this is a course. And I'm going to add a reading to the course. I'm going to go up here, plus external tool. Of course we have all this documented on our website the workflows and how to do this in the very cell ms is. And when you go through the hypothesis workflow there are a number of places that you can point hypothesis to to get to have an annotation layer on that reading. It could be a URL or PDF that's online. It could be a PDF in canvas. Alex mentioned this workflow, you know a lot of teachers, you know download or have those PDFs from a variety of resources in a folder somewhere. And I've heard a lot of teachers will have them in a course just living in a course and then when they copy the course it copies the readings. So PDFs might appear, you know, might be in the storage for the LMS itself, they might be an external cloud storage provider like Google or Microsoft. But now we've added this direct connection to JSTOR. So as Alex pointed out, we're, you know, being copyright compliant by truly going to JSTOR, we're, you know, making sure that librarians and JSTOR, you know, make sure this usage as usage through this direct integration. And when I click on this option I mean and these other ones just really quickly I can drop the URL, I can you know look at the files in a course. And then for the JSTOR integration I click here. And this is where that stable URL comes into and I paste that in here. This little arrow. This little arrow, click this little arrow and then, you know, it's recognized and I'm accepting the JSTOR terms and conditions when I accept and continue. And here can I just chime in. The other thing that's happening there is because Jeremy is a teacher at this school. It's checking to make sure that that school has access to the material in JSTOR because schools have different levels of access in JSTOR. And so it makes sure at that level that if the teacher has access then it just assumes that if the teacher does every student from then on at that institution will have access. Thanks, Alex. I think that the assignment here I'm going to tell it to load in a new page so that we got lots of real estate for the text and for the annotation layer. So I'll add that item. I'll publish it. And then when I open it up and click the second time, you'll see the JSTOR article it'll appear much as if you had gone directly to JSTOR. And then this is the annotation layer over here. There's no annotations because I just added it. But now I can select text this is going to be somewhat meta right because I've got a yellow highlighter right here. I can highlight text, which is a private act you're seeing this because you're seeing my screen but normally that you know hypothesis can be used for private annotation and highlight. But it can also be used to to annotate socially within in this case the members of this course. I'll give me a little bit of trouble here. But I can annotate and, you know, hypothesis has this little whizzy wig window where you can enter text you can format that text you can add a link to other texts, you can add an image or video. You can actually add latex if you're, you know, want to write math equations. If you have something in here you can tag this is not a true how to kind of tutorial of using hypothesis just to give you the sort of broad vision of what's possible here with the tool and then of course we have lots of resources if you want to deeper around how the tool works and ways to leverage the tool in various courses. But that's the basics. We're annotating a JSTOR article here, and we're doing so in the right way, directly going to JSTOR and directly registering the hit and being compliant in all the ways that are important for for this space. So let me go back to my presentation here. Again in the deck and I'll grab the link to the deck so you guys can have it and have it for posterity I'll drop that into the chat. And then I'll just say a couple more things before I hand it over to Leisha, which is and I think Leisha will go into more detail about this which is the true practitioner but from my perspective. This isn't just about you know social annotation of content on JSTOR JSTOR is one source and of course if you're a teacher, you're likely somewhat agnostic JSTOR is pretty hip, I got to say but you're likely agnostic about where the sources you're looking for articles on Hamlet, and maybe JSTOR likely they're a JSTOR but they may be someplace else. So really what we're talking about is social annotation of scholarly writing that kind of difficult prose that Alex mentioned that it's really important. And what's very difficult for undergraduate students to learn to read that kind of writing, and it's important to provide scaffolding. And so I'll just gesture to sort of four different ways that I see this is valuable social annotation is valuable for the reading of scholarly writing the first is teachers can scaffold the reading themselves. They can go in and create annotations that help students through the text. The second is and this has sort of been hammered home already and I think Leisha will too. It helps students develop those metacognitive skills to sort of what are you doing when you read what are you doing when you annotate what is the intellectual work that you're doing. It helps develop that right to sort of send a select text and I'm going to do something with that text and instructors can help guide that more deliberately, it encourages peer to peer learning. Again, when you have your peers also asking questions in the text, also answering questions looking things up, helping each other through the text. So that's incredibly powerful social and knowledge building experience. And then finally, you know it in nurtures critical thinking. If you have access to the deck which I'll drop into the chat in just a second as soon as I shut up. You'll also have access to some to a guide on how to use hypothesis with J store. And then some sample assignments that are about the reading of academic articles. And how to help students, you know read academic articles and different disciplines and with different kind of approaches. And with that, I am going to hand it over to Asia. Jeremy, thank you for being here. I'm so excited to be with Jeremy and Alex and share my experiences of using hypothesis in the classroom. I've been a very happy user for four semesters now and it is completely personalized. That's not too strong a word what I do in the classroom and this is after 25 years of teaching as a university professor this has made such a big big difference in the way I teach and as a consequence in the way students are responding to the material in my classroom. It's really making me sort of a new love a second, a second wind really at thinking about teaching more students for the next hopefully the next 25 years that would be that would be wonderful. Next slide please. You know the perennial problem in at least the college level and I know we're talking to a range of folks who teach in different kinds of institutions but but I bet it happens in their places as well is that they do not read assigned materials and I do not say this with any kind of, you know, with anything like empathy. This is just, you know, there's a lot of things to do when one is a college student, a lot of other assignments a lot of classes students are working, kind of put themselves through college, and they might have the desire to read or the intention to read. But it's one of the first things that's going to go off the to do list, as they're thinking about how to get through their week and their semester. And so they often don't do their signed readings unless they're really pressed, and if they're pressed through. And before hypothesis the technique, the techniques we had, you know to ensure that students were doing reading especially difficult academic reading were through pop quizzes, you know, threatening to do cold calls in the classroom that is to call on somebody's name and say, what did you think about this reading can you tell me the answer to this this or this. Other kind of unpleasant confrontation which is just degrades the course experience in my mind. One bullet item that I don't have here that I that I should is that as we work to make our classrooms very inclusive. That feels like a very oppositional kind of move, and doesn't bring people to you to be able to talk about especially difficult topics that are happening in the in the world so it's sort of antithetical to I think these movements of creating a learning community and inclusive one in our classroom classrooms, and it also, it limits what, you know, as instructors can assume when they walk through that door, they don't know really what their students, how prepared their students are and what they, you know we usually presume that, you know, some subset has read the reading, and we're going to have to go over the material to be able to move on to the next major installment of a course or concept that's going to happen that day. What I find is that with with without this required reading, and I only require readings that really are required they really help the learning experience. It drives the whole of the classroom to the lowest common denominator that is to the students who have not read. Next slide please. And so what I have found with hypothesis is that it moves readings from this peripheral from the periphery of the classroom. So, you know, being, being happy that a few students have read the fit read the material that I know I have to go to the to the to read it again. So it moves it from this periphery peripheral kind of activity to something that is actually at the center and then now for me it's really become a cornerstone. And interestingly, my students will say, God, you know, palin, well, they're saying that they're saying the swear word a little bit less palin requires so much reading, but I've learned so much in this class because it becomes this essential that I can then build on and then do the other difficult things that I want to do in the class so it moves from the periphery to the center and then to a cornerstone in the whole of the class. And it also makes readings that the articles sites for interaction. It becomes a place outside the classroom, where we can support peer to peer learning and instructor interaction as Jeremy has so so nicely explained, and I really think of it as a kind of coaching to go to the point of what Alex was was was was presenting earlier. I find that if I can, when I support by giving prompting annotations, I feel like I'm that coach that person whispering in their ear, as they're getting through a difficult piece of work to say, Here's what's happening here let me explain it to you and the words we've used in the classroom or maybe skip this part we're going to get to that when we have a little bit more advanced knowledge, but get to this next part. This is what I really want you to know for for Monday. And so it really becomes this additional site outside the classroom for this wonderful interaction and what I find is that students who tend to be quiet in the classroom, or if I have a very large classroom and people just feel uncomfortable speaking aloud in a big classroom. They aren't in hypothesis one because it's required, but to they just have the, they're speaking when they have a moment to think about what they want to say. Maybe they're able to speak and feel comfortable at 10 o'clock at night, but not at 9am in the morning when the class is. So it's really a wonderful place to extend the classroom. And finally, it just, yeah, I would say that this whole experience together ignites this appreciation for deep engagement in the readings once students really start seeing how the accrual of all that reading really is bolstering their, their, their knowledge. Next slide please. So, I think we are on, let's see. Yep. Thank you. So, I am. I'm going to give you an example from a course I teach in a new discipline at CU University of Colorado called information science. And that's my area of research and it's my area of teaching it's the social life. It's about the social life of information or human data interaction is what information science is. And so this is, there's not a lot of textbooks about this quite yet. And so this course that I teach at the sophomore level is really tackling sort of this core idea of the social life of information, which is a very funny. concept and it's a hard things to explain. And so, and what we have are again not textbooks but published academic articles to explain what this is and show how it works. And show what the social life of information means in action and what it means when we take that as our lens of inquiry our object of inquiry. So, in one paper that was particularly ambitious but was similar to other kinds of papers that I've assigned is that students were reading a paper from the co author so it was kind of we're bringing research into the classroom on how on disinformation and how COVID-19 vaccines and medical racism are kind of came together in some difficult spaces online to discourage certain populations to not take the COVID-19 vaccine. I'm sorry I didn't explain that very well. The anti vaccine movement and that collective action movement was coming together with those who were vaccine hesitant and discouraging particular members of our society, particularly black Americans, not to take the COVID-19 vaccine. So this is a very complicated and damaging space, and a very fraught space as you can imagine, and a space for which a topic for which students in our classroom, who come from all walks of life had very different opinions going in about any of those, any of those topics. Not only were they engaging with difficult and politically polarizing topics. They also had to engage with methods that included both qualitative social science methods and big data data science methods in this one paper. So these are sophomores they're 19 years old 20 years old, hadn't been exposed to a lot of these things together. So next slide please. My approach was to, I think I've said most of this before, but I'll just briefly say, but to compel deep reading of what was a 30 page paper, have them come back into the classroom. So we could take apart these methods and really discuss these issues as well for how they want to think about battling disinformation when they go when they when they leave our university. So, again, using the reading as a site for interaction, my goal was to help them help each other get through a difficult reading. I can coach them getting through a difficult reading. And then this is the thing I want them to bring their reading selves back into the classroom, without me having to start from scratch and explain a very difficult set of topics that covered 30 pages that I couldn't cover in an hour and there would be no way they had to really spend time with it. Alright, so these are screenshots. Next slide please. And I feel like it doesn't quite do the dynicism of hypothesis justice if you haven't seen it in action. I'll go to another tutorial that hypothesis offers and see how wonderful this interaction can be, but you can see that this is a just from the topic matter here a fairly dense paper. And, and what I have to the right are some sample annotations of how students are reacting to, in this case, how vulnerable populations might feel they're reacting to some of the methodological issues and here you can see at the, where you see my name that's my prompt, and I'm asking them to read I they have to understand the background for this, which is the Tuskegee syphilis study and it's a historical terrible event that the was a study run by the by the United States, and implicated. Sorry, it. It was a study that for three decades, watched the evolution of syphilis in black men who lived in Tuskegee. And didn't give them the remedy of penicillin in the 1940s when it became available, and it was until the 1970s that this study was stopped. And this is a very complex thing to study on its own. And folks had to understand this to then know how Tuskegee as a study that the US government was involved in was now being invoked to discourage people from taking COVID-19 vaccines. So what you can see here is this blue box shows you that 42 of my students reply of the, I think I had 47 in my class that year, reply to this prompt now, if I could show you the the dynamism of this in real life, you would see but I couldn't without showing you the student names which is why we can't show this to you, you would see some really thoughtful, reflexive responses to not just this Tuskegee study story that some of them are hearing for the first time about, but you see it in everything that they do so if you go to the next slide. I asked another question, which is off the screen here but I asked them to respond to the polyvocality part of this paper which is the different complicated voices that the voices that make disinformation, hard to understand what can you go back there that make disinformation hard to take apart because it's not a simple yes or no true or false. The space is poly vocal and the information is very confusing to readers because the stories become confusing because of the logics that people are presenting about whether to comply to the vaccine are quite difficult so this is called the polyvocality of disinformation disorder. I asked them to respond to this. And again, it's this is just the little tiniest snippet and you can see each annotation for each student says more and more. Right so they're giving very long annotations and responses to my question of. How do you expose these 12 voices, how do you come to understand them and all 44 readers of this paper of the 44 seven students in my class went through this exercise and did this. Okay, so next slide. So, you can imagine what this does to the classroom the next day after students have had this experience. But they feel a sense of personal pride because they've learned a tremendous amount, they've gotten through a very difficult piece of work, and they feel in the area of information science, they're getting what they crave and they understand how they can have an impact, going forward as information scientists and battling something like disinformation, and how all those methods and these big ideas come together, but they feel really cared for, and that's something I really, I think I didn't expect. So we're getting support on how to learn on how to read see use a big public university we serve all of Colorado we serve the region and of course we serve the world and international students as well, but we get many many students who are first generation students who transfer to university colleges, and you know, or have it, but most and many don't know, I would say sorry, many and maybe even most don't know how to read a paper like that without this kind of coaching. And so, as you know, as I go through papers like this over the semester I had about eight like this in my sophomore class, very challenging, they came, they got better and better at this critical reading and they became more and more self disciplined. And so, you know, this sounds like I'm bragging a little bit about myself. I don't mean it to sound like that. What I'm trying to suggest is I don't think I got this kind of feedback until I was able to serve have this kind of mechanism in my classroom, because I really could jam pack a course in with material, and, and they felt great coming out of it like it was worth their while. Next slide please. And so the one thing though that I think that is perhaps the hardest to understand until one has experienced this is it's not just that each person has read and I know it and I'm able to give them points for having read. It's the impact that happens when everyone has read that very difficult article. And you know, not the instructor but every single student walks in that door that next morning, and they know that essentially, everyone else had the same experience they had. And that creates the idealized classroom experience, because it means that we all are eager to start at this next level up, rather than having to require me to go through the basics they are ready to talk. They are ready to work they're ready to apply that information, and that's been the game changer for me completely, and why I've had this sort of new Renaissance and a new love of teaching because of that. So you can imagine, and next slide please that when this happens just one classroom, and how 50 people, again that happened this semester just have come out of it so excited as we finish our semester this week. This is just one classroom experience, imagine if we could have this available to so many other classrooms, what kind of world could we start to create, just through this wonderful and pretty easy to use tool of hypothesis. Thank you, Lisa. That's wonderful. I really appreciate you joining us today and sharing your experience with the with your students and I'm glad that it's, it's exciting for you to be in that situation. All right, so we're going to transition to discussion. I do have a slide here ahead of that that addresses some of the questions that are out there, which is several of you have asked how do I get my hands on this. So right now this is a pilot integration being offered to mutual customers hypothesis and JSTOR so your institution has to subscribe to JSTOR, and your institution has to subscribe to hypothesis. And if that's the case, reach out to us at education and hypothesis and we'll, we do have to check your contract to make sure everything is is buttoned up there. So in all likelihood, you'll be able to enable you able integration at your institution. And if you're not yet a customer of one or the other I guess you should drop some Ithaca sales email address in here Alex but if you're not yet a hypothesis customer everybody's already JSTOR us. If you're not yet a hypothesis customer, you can reach out also to education and hypothesis and I can get in touch with us and we can talk about getting you started with a summer boost, which I'll talk about in a little bit. So here's some of the questions that have been asked and answered in the Q&A, and I will say in the hecticness of the slides and listening to my colleagues, and other back channel things to try to make this work. I accidentally pressed answer live on a really great question that then disappeared into the ether. So if that person doesn't get their question answered please. I'm going to rearticulate it, but we answered questions about the partnership. There are several questions about accessibility. And I want to speak to that from a hypothesis perspective and then Alex I'm hoping you can talk a little bit about what's going on with the integration with JSTOR. But for hypothesis to really work on a text the text needs to be accessible the PDF needs to be accessible, right. Because hypothesis allows students and readers to select characters, you know words phrases in the text and actually select them and then they appear if you saw in a demo earlier as the reference in the annotation pane. So the text need to be accessible already and we talk about that with our users all the time, help them with OCR we actually have an optical character recognition tool that folks can use to convert an inaccessible PDFs into accessible PDFs. So that's the hypothesis piece but then Alex there's a really pretty cool thing going on behind the scenes when, when we're pointing to those JSTOR articles in terms of accessibility right. So I'll just say that the JSTOR articles all JSTOR articles are accessible as well we have the text underlying them. So some of that OCR that we have on on the primary JSTOR platform, you know JSTOR has been around for 2030 years so the optical character recognition algorithms that do that have gotten better since then so when a teacher wrote an article, we are re OCRing it on the fly to ensure that it's the best quality it can be before the annotation. It's still these are often page scan they're often page scan as opposed to foreign digital. So sometimes it could be a little wonky I think you saw Jeremy struggle a little bit with highlighting the text when you're jumping from a block of text to another block of text, but it's good to do that kind of that kind of work. And do I remember something about it improving over time or is that magical thinking that like that first time that I brought that in that if I brought it in a second time it might get re OCR and get better and quality every time it gets opened or is that crazy talk. I think that's crazy talk, I think he made something up. I feel like I heard that at some point but anyway, yeah, OCR is a big part of the annotation process and both hypothesis and JSTOR super dedicated to making sure that these texts and the technology that the hypothesis tool itself is also WCAG double a 2.0 2.1 compliant. So yeah, accessible is a huge part of this. Another question. There's a series of questions around the socialness of annotation versus the individualness of annotation, private anonymous annotation. So I don't know how to paraphrase this one but somebody asked about 10 students annotate without seeing their colleagues and then have a switch flipped where then everybody's annotations appear. So I'm going to answer some of that from my perspective and then hear from my colleagues I think one piece especially I'd like to hear from Leisha. In terms of functionality, you know, hypothesis can be used either for private annotation, or for social annotation and that social annotation can be either the entire group, everybody in the course. I can also as the instructor split folks into groups so I don't know if you did this Leisha but you have a 50 person course. These are dense articles maybe everybody's on one text, but you could have had the option of splitting that into two groups of 25. And then she would also have the option in Canvas and in other LMSs of creating groups of two herself and each student in the course. Right so you could create it such that you're actually going to look at those different layers right did Alex do his reading, does he understand the article in isolation, not in conversation with others. Of course the tool is built. The idea of being the social pieces is critical, right that reading those articles that Leisha signs. It's not just about did Alex get it or do the reading to Leisha I imagine it's also about student one has an idea and student two response to that and builds on a student three takes it in a different direction and that social experience of knowledge production is is part of what the tool is designed for. So we don't currently have a feature that allows an article to be annotated without seeing other people's comments and then a switch is flipped to to reveal the others so that people would have a more isolated response and then socialize that you could annotate privately and then, you know, be told everybody ready 123 publish your intentions to the group. But we have heard that feedback before for the user that for the person that asked and we do, we are considering that for future development. The question later that I thought was interesting was somebody asked about annotating anonymously like that students are shy and might be more comfortable to annotate. And you had talked about how at least compared to class conversation. I think you said something about how some students who might not normally speak do find this to be a more comfortable space I just wonder if you can riff on that whole anonymity and in class participation and social, you know, annotation participation. That's a good question. I've not yet encountered the need to consider what it would mean to have a feature like that which I think I take is currently as good news that that my students, you know, I've taught the graduate level taught the upper division level, and I gave the example of lower division level. They haven't. No one has yet. No one has yet asked me what it what it would mean to do something like that they felt like they couldn't speak publicly. So, I don't know exactly the psychology of that if it's that it's part of a grade and then so it's required so they're sort of overcoming their, their fear of this, or if I've been just lucky and I haven't had folks who felt like they couldn't speak yet. And I might that might come up in the future. I would say that a lot of that work of of building a sense of inclusiveness happens, of course, in all other ways in the classroom so that by the time they're finally coming to those readings. I would like to think they feel safe to right there. But, you know, I guess I would say in addition, I have a lot of group activities there's group projects students do get to know each other it's hard to stay anonymous in my class already up to even up to 50 people. So, it wouldn't sort of be a precondition that they would know to act upon. Because we try very hard to allow as many voices as we can. I did have one, you know, situation where someone was maybe a little insensitive to the lived experiences of another person. I saw that in the comments because I do watch them to prepare for teaching the next day. And I just talked to that person on the side and said hey, you know what do you think about this maybe we should let's talk about what you might have met here and what we could do to help that other person feel a little better maybe your comments passed in a different way. So I tried to take what was that that one time I had a kind of concerning experience and turn it into as a much of a learning experience as I as I could. But those have been my experiences to date, just to say with up to 50 people. I like working in one group I have not yet felt the need to divide that up. So, I think at 50, I would start doing that but that density starts feeling good it feels like this, I think to the students it feels like, Oh, everyone's here. This is what we do. I got to do this too. I got to be like this so there's perhaps some peer pressure, a little bit at work, but again I'd like to think it's done in other ways in my classroom in a, in a in a constructive and supportive way. Yeah, that's great and more opportunity for collaboration right when the more there and when when it's just dense content to there's plenty of real estate I think to for everybody find a football. It's more what more happens is that students are learning from each other and that's not just like an idealized thing. These papers are difficult that's why I gave you this one as an example. And so it is completely fine with me if a student doesn't understand what's going on in a paragraph in a paper, but they read 30 other paragraphs to explain it some people worry about that being sort of quote cheating or not really thinking through it, but my view is, if they've actually read 30 things and they can, they've learned over one paragraph, reading 30 they actually understand it. I think that's as good a reading as anything, perhaps even better. So, they aren't discouraged from seeking help from others and I think that also supports them and not feeling like they have to be anonymous. Thanks Leisha. And either of you guys in the chaos of talking and listening and reading on the chat and then the q amp a, see any cues that you want to bring to the foreground here. I have a question about whether or not this pilot sort of elbows out the library. And I just wanted to flag that I actually think it allows the library to have more of an impact so the library is still the primary partner for JSTOR and this allows that material to be used in an avenue that was there hurdles to so it increases that access and the library should see that usage and their JSTOR reports, and it increases the value of their library holdings. And I'll just add to that that in terms of the longer term vision, you know one of the major piece when if you go back to Alex's slides around. I don't want to do this to you but if you go back to the usage slide for JSTOR. So some of this is obviously classroom use of JSTOR materials where there's an article assigned and everybody is reading it. One of the major pieces of feedback we've gotten is that a lot of times when JSTOR content is used for coursework. It's more part of independent research right so an instructor might say, you've each chosen a specific topic go find some articles and then bring them and we'll talk to you about them and you know of course students are using the library and JSTOR outside of the context of the learning management system and that's a sort of another use case that we would love to be able to unify with this very you know classroom teacher centric one with a teacher in assigning the article so my dream is that one day you know students are showing up at the library going to the computer to search for articles and hypothesis is right there with them that no matter where they go JSTOR have scope request whatever they have this little annotation tool that follows them and they can take notes and highlights and maybe form study groups and that some of that could be unified with coursework or maybe it's you know independent projects but I definitely think and hope that this is a long term aligned with with the goals of academic libraries. All these questions coming in at the 11th hour here. So one question that got asked just recently and also previously was okay you've got JSTOR and you might have noticed we have vital source in that menu of places to select text from. Yes, hypothesis is looking to integrate with other partners, both ebook providers as well as library aggregators and databases and things like that so stay tuned we've been in conversation with some and are slowly working to build the partnerships that would allow you to get your lie additional pilots like this. And, and that's of course the goal is to have the ability to, no matter where your course content is coming from, you can point hypothesis to it and have, have this experience. We only have about five minutes left and Aaron has asked this very deep question what makes hypothesis a more valuable tool than others annotation tools later do you want to take that one. Is it okay if I answer it since I'm sure. So I've tried other I've tried. So I, so I come because of my background in information science and computer science, you know, I we've, and I know David Karger who was, as it turns out Jeremy was one of the authors on the paper that you use as an example. My community of researchers has been thinking about web annotation for, you know, be long before it was actually capable state of the art. And so I've used, you know, research tools that you know weren't ready for commercial roll out. I used, if you remember, Yammer, they used to have a kind of documentation annotation tool that was meant for corporate use that I hacked into a classroom setting, you know, 10 or 15 years ago. I've used. So that's what I've used and hypothesis is so much so I probably I love hypothesis. They didn't have to sell it to me. I was looking for when all those other solutions weren't working for me, because, yeah, either Yammer went away it was harder for me to use and I couldn't put it integrated into canvas, and then I found perusal really clunky. Sorry perusal I know it serves a purpose but I liken it to like when you're going through a grocery store with a grocery cart, and you find out too late that it's got that wonky wheel and you're fighting your whole way through the grocery store. You just can't get it around the currents, and you're not really thinking about the groceries and what you need. You're thinking about this stupid cart you have because you can't make it work. Hypothesis feels like that smooth running grocery shopping cart, but you're not even thinking about you're thinking about trying new things or what do you need or getting through something efficiently. It's so easy to use the, the features that it has are well designed they are, they're not clunky there's there aren't it isn't buggy. And so it just makes it easy and the integration in my case with canvas I'm sure with other LMS is is just, it's that is what sells it. That's what makes it possible for that reading to be readings to become the cornerstone of the, of the experience because I can incorporate it into the teaching their grading rubric and that really, you know, that as a contract between student and teachers and that does help, along with all the coaching and the, the good vibes I try to give them to, to share why teaching is so wonderful. So that's my experience. I do want to add one that's amazing Lisa thank you so much I do want to add one thing which I think is important in the context of this webinar. Right. Teachers can download JSTOR articles and print them out and give them to students teachers can download JSTOR articles and put them in the LMS. That's not that's not copyright compliant. It's not true to the libraries, you know, arrangement with JSTOR hypothesis from the start has always been really dedicated to we do not host content. We don't know where the content lives to respect its source and to follow compliance in the way with JSTOR and things like that but also to make sure we're dealing with the thing at its source not a summary not a copy, not some ingested version of it right. And that's why we've done this partnership with JSTOR we're doing this with vital source to annotate on their platform that's why we annotate on the actual web, not a copy of a web page, because web pages change. We're not going to take the page itself because it changes and the annotations should understand that right. And so that that dedication to the source, rather than ingesting all text into some platform, you know hypothesis as tool, not a platform and that's a big difference. It's just that this part of our DNA and also as part of, you know, our deep integration with the LMS and the workflows there in as opposed to hoarding people out to other platforms that ingest the text and kind of, you know, it's a different experience. All right, we are at the hour here. I'm going to give myself one minute to run through the last few slides here sorry for this dizzying little experience here. I didn't want to say if you're already a hypothesis partner just want to remind you that there's lots of great resources, some of our CS team success team is on the call today and been answering questions thank you to them. They are educators by by calling, and they are authentically engaged with our educator partners around how this tool can be leveraged for teaching and learning. And so they can do one on one and structure design consultations webinars for schools. We also have a hypothesis Academy, where you can get certified as a hypothesis educator, and they also run regular workshops. If you're not yet a hypothesis customer, and I'll drop the link in education and hypothesis one more time before we go. We do have a really great opportunity this summer to get started with the summit with our summer boost program it's discounted pricing for the summer term for all access to the tool for across a college or university. So it is being a reduced pricing and complete access and a great time to experiment over the summer with some summer courses and then perhaps subscribe in the fall. So we can get in touch at education and hypothesis and I'll even drop this specific link here to the boost program on our website. So you have that. And with that, I just want to say, it's been such a pleasure, as always, to be here with both you Alex and Leisha. Thanks for rewatch this because I was a little distracted when some of you guys are talking but I could hear the power of what was being said and so I'm excited to review the recording which will get sent to everybody who attended today and everybody who registered. With that, I'll just say thanks again Alex Leisha always a pleasure. Thanks Jeremy thanks Leisha. Thanks everyone. Have a great afternoon folks. Bye.