Description
Although reading can be regarded as an isolated and private endeavor, the white space in the margins of a printed book or the comments section at the end of an online article can provide a welcomed space for interaction. Annotation and marginalia share similar meanings: a reader’s contribution to a text, which might consist of alphabetic, image, and video content. While it has always been more common to think of this strategy in the context of a student and a textbook, it is being more widely used through online communications, such as commenting on, “liking,” and sharing social media posts. The behaviors of readers as they engage with a text says a lot about their involvement, interest, and intentions.
Marginalia in Modern Learning Contexts is a collection of innovative research on the methods and applications of interaction between readers and texts through digital means such as commenting or physical annotation such as writing in the margins of a book and how these strategies can be applied in educational settings. While highlighting topics including social annotation, teacher education, and technological expertise, this book is ideally designed for educators, administrators, academicians, researchers, and students seeking current research on digital and physical annotation methods and strategies and their applications in educational environments.
Author's/Editor's Biography
Alan Reid (Ed.)
Alan Reid earned my Ph.D. in Instructional Design & Technology from Old Dominion University, an M.A. in Teaching from the University of North Carolina Wilmington, and a B.A. in English from The Ohio State University. I am an Assistant Professor of First-Year Writing & Instructional Technologies at Coastal Carolina University in Myrtle Beach, SC where I teach courses in composition, new media, and professional/technical writing. I also have taught a variety of graduate courses in the Instructional Design & Technology doctoral program at Old Dominion University. In addition, I am an Assessment & Evaluation Analyst / Educational Research Associate at the Center for Research and Reform in Education (CRRE) at Johns Hopkins University, and a certified trainer for iParadigms. My research areas include metacognition and self-regulation, particularly in new media. I have written extensively on generative learning strategy use in digital text, the implementation of social media in higher ed, and a variety of other topics including the effects of social annotation and perceptual span on reading in digital media. I am interested in computing technologies as cognitive extensions; presently, I am writing on the relationship between smartphone usage and personality traits (narcissism, specifically), academic performance, and uses and gratifications. Please consider taking my survey: The Smartphone Usage Inventory.