Scholarship on Hypothesis and social annotation

You can explore a bibliography on research about Hypothesis and social annotation here. The bibliography includes research articles, blog posts, and articles from sites like Faculty Focus.

Research & Writing Highlights

Any emphasis placed on text in quotes below is ours.

K. L. E, M. (2021). Using an Online Social Annotation Tool in a Content-Based Instruction (CBI) Classroom. International Journal of TESOL Studies, 3(2), 5–22. https://www.tesolunion.org/journal/details/info/9MTA1cLmNh/Using-an-Online-Social-Annotation-Tool-in-a-Content-Based-Instruction-(CBI)-Classroom

This study aimed to examine how well Hypothesis facilitated the learning of threshold concepts in a language learning classroom. While the study focused on language learners, threshold concepts are important in many disciplines, especially in their foundational courses.

"As shown in the Results section, there is evidence of student understanding of threshold concepts and effective application of this in student work. While it is not possible to posit a direct relationship between the use of Hypothes.is and such understanding and application on the basis of this study alone, it could be argued that the multimodal potential of annotations provides a rich, dynamic environment for the coconstruction of meaning (Kalir & Garcia, 2019) that impacts learning and in turn, application. Using Kristeva’s (1986) concept of intertextuality, Kalir and Garcia argue that annotations can be considered multimodal because they involve not just the reading of words but an understanding of how the words in the original webpage text link to the multiple annotations operating in concert with each other as an overall interactive ‘space’ of text." (p17)

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. https://www.facultyfocus.com/articles/effective-teaching-strategies/bringing-theories-to-practice-universal-design-principles-and-the-use-of-social-annotation-to-support-neurodivergent-students/

"The second UDL principle is to provide multiple means of representation: that is, to provide students with multiple ways to express their responses to the material. The use of social annotation to illustrate while teaching appeals to students in several ways. Social annotation can enable students to annotate the course readings and identify key terms using not just text, but images, videos, and links to websites (Carroll, 2018). This helps students ask each other questions, share their ideas, and collaborate in ways that meet the needs of diverse learners as they tackle the core problems of their disciplines. They may share a link to the biography of a person mentioned in the reading, or a news story related to the reading, encouraging their classmates to check it out."

Morales, E., Kalir, J. H., Fleerackers, A., & Alperin, J. P. (2022). Using social annotation to construct knowledge with others: A case study across undergraduate courses. F1000Research, 11(235). https://doi.org/10.12688/f1000research.109525.2

"This study examined the affordances of [social annotation (SA)] as asynchronous online discussion and analyzed how SA enabled students’ [knowledge construction (KC)] activities. Our case provides further evidence that SA, as mediated by the Hypothesis technology, is a productive form of online discussion through which undergraduate students in multiple disciplinary contexts interacted with peers (i.e., Kalir et al. 2020), made sense of academic content (i.e., Kararo and McCartney 2019), and constructed knowledge by reading and writing together (i.e., Sprouse 2018). As the first descriptive cross-disciplinary account of students using Hypothesis SA to construct knowledge together, this case details the ways in which SA made cognition visible and collaborative activity possible (i.e., Kalir 2020a; Chan and Pow 2020). Undergraduate student SA as online discussion was a socio-cognitive context within which we identified the predominance of textual interpretation, a supporting set of KC activities that included elaboration, clarification, and asking questions, as well as a less frequent group of KC activities that included consensus building, support, and conflict. "