Bibliography for Social Annotation

We invite you to use this collaborative bibliography on annotation, curated by members of AnnotatED, the community for annotation in education that includes educators, researchers, and technologists from organizations that engage deeply with collaborative annotation as a transformative practice in teaching and learning.

You can also visit a filtered view of the full bibliography that includes only scholarship specifically related to Hypothesis and the full bibliography directly in Zotero. Contact us to make suggestions or join as a contributor.

Adams, B., & Wilson, N. S. (2020). Building Community in Asynchronous Online Higher Education Courses Through Collaborative Annotation. Journal of Educational Technology Systems, 49(2), 250–261. Cite
Aguiar, C., Elshobokshy, F., & Huron, A. (2021, September 13). Bringing Theories to Practice: Universal Design Principles and the Use of Social Annotation to Support Neurodiverse Students. Faculty Focus | Higher Ed Teaching & Learning. Cite
Allred, J. (2020). Web Annotation in English Language Arts: Online Dialogue as a Platform to Support Student Comprehension of Texts. Theses and Dissertations. Cite
Allred, J., Hochstetler, S., & Goering, C. (2020). “I Love This Insight, Mary Kate!”: Social Annotation Across Two ELA Methods Classes – CITE Journal. Contemporary Issues in Technology and Teacher Education, 20(2). Cite
Alrushiedat, N., & Olfman, L. (2014). Anchoring for Self-Efficacy and Success. 2014 47th Hawaii International Conference on System Sciences, 13–21. Cite
Anderson, S. (2011, March 4). What I Really Want Is Someone Rolling Around in the Text. The New York Times. Cite
Apigo, M. (2020). Notes from the Field | Student-to-Student Interaction Online (Asynchronous). The California Acceleration Project. Cite
Archibald, T. N. (2010). Effect of the Integration of Social Annotation Technology, First Principles of Instruction, and Team-Based Learning on Students’ Reading Comprehension, Critical Thinking, and Meta-Cognitive Skills. Cite
Babic, Z., Capes-Davis, A., Martone, M. E., Bairoch, A., Ozyurt, I. B., Gillespie, T. H., & Bandrowski, A. E. (2019). Incidences of problematic cell lines are lower in papers that use RRIDs to identify cell lines. ELife, 8, e41676. Cite
Bali, M., & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education, 15(1), 46. Cite
Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1), 10. Cite
Ball, E. C. (2010). Annotation an effective device for student feedback: A critical review of the literature. Nurse Education in Practice, 10(3), 138–143. Cite
Bjorn, G. A., Quaynor, L., & Burgasser, A. J. (2022). Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature. Impacting Education: Journal on Transforming Professional Practice, 7(1), 47–58. Cite
Blustein, J., Rowe, D., & Graff, A.-B. (2011). Making Sense in the Margins: A Field Study of Annotation. In S. Gradmann, F. Borri, C. Meghini, & H. Schuldt (Eds.), Research and Advanced Technology for Digital Libraries (pp. 252–259). Springer. Cite
Brown, M., & Croft, B. (2020). Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom. Journal of Interactive Media in Education, 2020(1), 8. Cite
Cafferty, P. W. (2022). “I Really Enjoy These Annotations:” Examining Primary Biological Literature Using Collaborative Annotation. CourseSource. Cite
Carter, S., Andersen, C., Stagg, A., & Gaunt, L. (2022). An exploratory study: Using adapted interactive research design and contributive research method. The Journal of Academic Librarianship, 102620. Cite
Castek, J., Beach, R., Cotanch, H., & Scott, J. (2014). Examining Middle-School Students’ Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing [Chapter]. Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings. Cite
Chan, J. W. W., & Pow, J. W. C. (2020). The role of social annotation in facilitating collaborative inquiry-based learning. Computers & Education, 147, 103787. Cite
Chen, B. (2020, May 11). Using Web Annotation for Web Annotation Research. Bodong Chen. Cite
Chen, B. (2019). Designing for Networked Collaborative Discourse: An UnLMS Approach. TechTrends, 63(2), 194–201. Cite
Chen, B. (2017, December 8). Web Annotation of Research Articles in Learning Sciences. Bodong Chen. Cite
Chen, B. (2018, July 18). An Ongoing Experiment: Public Scholarly Annotation. Bodong Chen. Cite
Chen, C.-M., & Chen, F.-Y. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers & Education, 77, 67–81. Cite
Chen, C.-M., Wang, J.-Y., Chen, Y.-T., & Wu, J.-H. (2016). Forecasting reading anxiety for promoting English-language reading performance based on reading annotation behavior. Interactive Learning Environments, 24(4), 681–705. Cite
Chen, C.-M., Li, M.-C., & Chen, T.-C. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers & Education, 144, 103697. Cite
Chen, J.-M., Chen, M.-C., & Sun, Y. S. (2010). A novel approach for enhancing student reading comprehension and assisting teacher assessment of literacy. Computers & Education, 55(3), 1367–1382. Cite
Chen, B., Shui, H., & Håklev, S. (2020). Designing Orchestration Support for Collaboration and Knowledge Flows in a Knowledge Community. Cite
Chen, B., Hussein, B., & Poquet, O. (n.d.). Modelling Network Dynamics in Social Annotation. 7. Cite
Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219–243. Cite
Clapp, J., DeCoursey, M., Lee, S. W. S., & Li, K. (2021). “Something fruitful for all of us”: Social annotation as a signature pedagogy for literature education - Jeffrey Clapp, Matthew DeCoursey, Sze Wah Sarah Lee, Kris Li, 2021. Arts and Humanities in Higher Education, 20(3), 295–319. Cite
Clarke, A. J. (2019). Perusall: Social learning platform for reading and annotating (perusall LLC, Journal of Political Science Education, 0(0), 1–6. Cite
Collins, C. (2022, April 8). Boosting Engagement with Social Annotation! - Eductive. Eductive. Cite
Coogan, J. (2020, April 26). Pandemic Pedagogy: Annotation as Close Reading. Ancient Jew Review. Cite
Davis, R. C. (2016). Annotate the Web: Four Ways to Mark Up Web Content. Behavioral & Social Sciences Librarian, 35(1), 46–49. Cite
DeRosa, R., & Robison, S. (2017). From OER to Open Pedagogy: Harnessing the Power of Open. In Open: The philosophy and practices that are revolutionizing education and science (pp. 115–124). Ubiquity Press. Cite
Elman, C., & Kapiszewski, D. (2018). The Qualitative Data Repository’s Annotation for Transparent Inquiry (ATI) Initiative. PS: Political Science & Politics, 51(1), 3–6. Cite
Enkerli, A., & MacNeil, S. (n.d.). Hypothesis — A Digital Tool to Foster Student Ownership of Reading Assignments | Articles | Publications. Profweb. Retrieved April 29, 2021, from Cite
Eryilmaz, E., van der Pol, J., Ryan, T., Clark, P. M., & Mary, J. (2013). Enhancing student knowledge acquisition from online learning conversations. International Journal of Computer-Supported Collaborative Learning, 8(1), 113–144. Cite
Eryilmaz, E., Chiu, M. M., Thoms, B., Mary, J., & Kim, R. (2014). Design and evaluation of instructor-based and peer-oriented attention guidance functionalities in an open source anchored discussion system. Computers & Education, 71, 303–321. Cite
Farber, M. (n.d.). Social Annotation in the Digital Age. Edutopia. Retrieved December 22, 2020, from Cite
Farber, M. (2020, March 21). Research Guides: UNC Open Educational Resources (OER) Committee: Blog. UNC Open Educational Resources (OER) Committee. Cite
Farzan, R., & Brusilovsky, P. (2008). AnnotatEd: A social navigation and annotation service for web-based educational resources. New Review of Hypermedia and Multimedia, 14(1), 3–32. Cite
Gannon, A. K. (2019, September 3). Tools for Teaching: Social Annotation. The Center for Excellence in Teaching & Learning. Cite
Gao, F., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469–483. Cite
Gayoso-Cabada, J., Goicoechea-de-Jorge, M., Gómez-Albarrán, M., Sanz-Cabrerizo, A., Sarasa-Cabezuelo, A., & Sierra, J.-L. (2019). Ontology-Enhanced Educational Annotation Activities. Sustainability, 11(16), 4455. Cite
Gerring, J. (2021). Annotations to ATI. PS: Political Science & Politics, 54(3), 496–499. Cite
Ghadirian, H., Salehi, K., & Ayub, A. F. M. (2018). Social annotation tools in higher education: a preliminary systematic review. International Journal of Learning Technology, 13(2), 130–162. Cite
Gilbert, L. (2022). Blending Synchronous and Asynchronous Discussion Strategies to Promote Community and Criticality during a Time of Crisis. Teaching Philosophy, 45(4), 1–29. Cite
Goller, C. C., Vandegrift, M., Cross, W., & Smyth, D. S. (2021). Sharing Notes Is Encouraged: Annotating and Cocreating with and Google Docs †. Journal of Microbiology & Biology Education, 22(1). Cite

This bibliography and a filtered bibliography focused on Hypothesis alone were developed and are maintained by Dr. Remi Kalir, the inaugural scholar in residence at Hypothesis.