• Annotation Assignment

    Author(s):
    Jonathan Burton
    Editor(s):
    Paul Schacht
    Date:
    2020
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Annotation, DPih Course Material or learning objects, Getting started, Scaffolded, Student agency, Digital pedagogy, Collaboration
    Permanent URL:
    http://dx.doi.org/10.17613/b93j-v961
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Jonathan Burton’s assignment uses social annotation to sharpen students’ close reading skills and teach collaboration. Working in teams, students select passages from the assigned reading that they consider “rich in figurative language, curious in form or otherwise abundant in detail,” transcribe them in Google Docs files, and annotate them. In a second round, they respond to some of their classmates’ annotations. Finally, students draw on their annotated transcriptions to produce brief “problem papers.” This assignment takes advantage of a simple digital tool with a very shallow learning curve to move students past the “solitary-reader-meets-text” model of textual analysis and scaffold their development of a more comprehensive argument. It can be easily adapted to any text.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial
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