 I've been a long time user and advocate for social annotation, primarily because I love the way it services students reading practices, so making visible how they're reading the text. And I've also been an advocate for hypothesis because I love it as an open educational process. I love the mission of annotate the web. We started piloting the Canvas plugin this year, and I was actually one of the first people to pilot it. We have a small group of early adopters who are trying it out. I know some of them are here this morning, so shout out. Lisa Holleran is one of the people I saw, who's also been using it in her class. So we got the Canvas plugin. I also, for the first time, taught a class for our new doctoral program in higher education and leadership, teaching a class on introduction to digital learning environments. So I thought it would be great. We'll try hypothesis out as an example of a digital learning environment. And we started in January. For the assignment that I did, I forked an assignment created by Karen Aker at Hunter College and shared by Jeremy on the hypothesis website for doing scholarly article annotation. And one thing I know about doing annotation, for me, I find it's much better to give students very specific directions on how I want them to approach the annotation assignment instead of just saying, go annotate this text. So the directions that I actually came up with are because we were reading some scholarly articles that had a good bit of theory in them. And I wanted to see if they could understand the theory by seeing if they could apply it. So I asked them to, is there anything you're reading, annotate it if you make some connection to it? If you can see how it applies in your own experience. So sort of connecting theory to practice. I also asked them to do the thing of, if there's something you read or do you want to understand, try to figure out what it is, go find resources online, link them back into the text so that you can better understand it. And then finally, I wanted them to reply to somebody else. So I gave them those specific directions. As I said, I did it in my class that started in January. I was one of the first people. So we did discover a few pitfalls. One thing we learned is you can't copy hypothesis assignments. So for our grad programs, we build our courses in a development course and copy them into the production course. That didn't work. But once we figured that out, after having all of my students not be able to get into the reading, there was this way annotating, it actually worked great. I was just blown away. And it was great to see them engaging actively with the text. One of the unexpected outcomes I saw is it was the first week of class. This was one of their early assignments. And I actually felt like I got to know my students better by asking them how they personally connected to the text we were reading than by the getting to know your discussion we had done earlier. And this is a class that was fully online. And so seeing all the different perspectives they brought to the text was really fantastic. Another unexpected or maybe sort of expected outcome is that I had one of my students say, I have always hated reading digitally, but I love this. I had no idea that you could annotate the text. You could write in the margins. You could highlight. And I think that was what Jeremy was speaking to. They have these habits that they used to imprint reading and they haven't been able to figure out how to do that digitally. So that was also a big takeaway. And that aspect of digital reading has been very important for us because we've been trying to build capacity in digital reading at St. Edward's for a number of reasons. For one, we've been trying to advocate for open educational resources so that students can, we can reduce textbook costs for our students. We also were and are launching a number of undergraduate general education courses online this summer. But we knew if we were doing online courses for undergrads that we needed to help them be able to read digitally. And also 95% of our library collections are digital. So digital reading is something that our students have to do but there are also barriers for our students when they're reading digitally. Normally, if they're used to reading social media or news sites online, they tend to get distracted while they're reading. In fact, all of us when we're reading digitally, we are conditioned to skim through text, to link out, to follow trails and not stay focused and engaged in a text. And what we know is that if we can actively get our students engaged, they can help focus their attention on the text. And social annotation is one of the things that can help them do that. So I was happy to have that confirmed in my own class.