The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts
|
|
Author(s): Jeremiah H. Kalir (University of Colorado – Denver, USA)and Francisco Perez (University of Colorado – Denver, USA)
Copyright: 2019
Pages: 42
Source title:
Marginalia in Modern Learning Contexts
Source Author(s)/Editor(s): Alan J. Reid (Coastal Carolina University, USA)
DOI: 10.4018/978-1-5225-7183-4.ch002
Purchase
|
Abstract
This case study examines educator learning as mediated by open web annotation among sociopolitical texts and contexts. The chapter introduces annotation practices and conceptualizes intertextuality to describe how open web annotation creates dialogic spaces which gather together people and texts, coordinates meaning-making, and encourages political agency. This perspective on texts-as-contexts is used to present and analyze educator participation in the Marginal Syllabus, a social design experiment that leverages open web annotation to foster conversation about educational equity. One conversation from the Marginal Syllabus is analyzed using mixed method approaches to data collection, analysis, and the presentation of findings. Learning analytics and discourse analysis detail how open web annotation mediated educator participation among sociopolitical texts and contexts of professional relevance. The chapter concludes by discussing open web annotation as a means of coordinating educator participation in public conversations about sociopolitical issues related to educational equity.
Related Content
|
William Chakabwata, Veronica McKay.
© 2026.
28 pages.
|
|
Orlando M. Saiz.
© 2026.
30 pages.
|
|
Pratham Prakash Parekh.
© 2026.
34 pages.
|
|
Mustafa Kayyali.
© 2026.
30 pages.
|
|
Tricia J. Stewart, Nicole DeRonck, Samantha Tisi.
© 2026.
26 pages.
|
|
Thalia Mulvihill.
© 2026.
20 pages.
|
|
Alan Swiercz, Melissa Mesek.
© 2026.
30 pages.
|
|
|