Goals and frequency of social annotation

In the examples discussed in the video above, Professor Gutierrez and Professor Stone had different goals for using social annotation in their courses. This impacts how they decide to incorporate social annotation into their course. For Professor Gutierrez, fostering community and creating connections was important; it makes sense for him to use Hypothesis in his assignments weekly to continually have collaborative conversations. For Professor Stone, it makes more sense to use Hypothesis only with her most technically challenging articles.

What are your goals for using social annotation? Here are some common goals:

Fostering community and encouraging participation from all students
Revealing student understanding of the text
Encouraging close reading and critical thinking
Building academic vocabulary
Encouraging students to make connections between the text and their lives, other courses, or other materials/topics within your course
Enhancing in-class discussions
Deconstructing technical writing
Encouraging students to explicitly verbalize processes, patterns, or reasoning
Provide guidance in reading academic articles

Once you've considered the goals of social annotation in your course, think about which readings in the course will help the students achieve those goals. Are they your weekly readings? Are they readings within a particular unit or from a particular text? This will help you decide when you'll use Hypothesis with your course readings.