|My copy of Peter Johnston's Choice Words. I must've been thinking about lit circles this day.|
Still, though we shared our annotations in discussion, the act of annotating was an independent act that we did alone, while we read silently. Even in guided reading settings, we'd annotate segments of text individually before talking through those texts one segment at a time. The Internet, with its interactive opportunities and Web 2.0 applications, suggests a more social approach, and presents opportunities for teachers and students alike to consider the possibilities for annotating together. In pairs, in interest-powered groups and yes, oh yes, in crowds.
|My copy of The Literature Workshop, by Sheridan Blau|
With those as yet undiscovered possibilities in mind, some colleagues and I convened online for an experimental "annotation flash mob." Using the tool hypothes.is, we marked up the text "Skills and Strategies | Annotating to Engage, Analyze, Connect and Create," by Jeremy Dean and Katherine Schulten.
Of the small mob that convened online, some talked in a Google Hangout (about 7 of us) and shared their screens to show us how they worked. Others (about 7 more), joined from points around the globe to mark up the text but didn't join the webinar. They dove into the article itself, jotting notes and responding to other annotation mobsters.
My favorite annotation from the flash mob
In my favorite "annotation discussion thread" that resulted from our flash mob a teacher- kschmidt39- asked how she might use a group feature to engage her class in some private, class-level collaborative annotation. Another participant, my brother Jason annotating live from Salvador, Brazil, chimed in with a classroom application for collaborative annotation. kschmidt39, rather than sticking on her technical questions, engaged in back-and-forth about pedagogy. At the end of this organically developing thread, Terry Elliott popped in to solve the technical question.
|Screenshot from the margins of Dean and Schulten's post|
But I still don't know what it means
My crappy photography of these two heavily annotated books revealed something else to me: I prized these texts because they contain thoughtful insights that fed my appetite for professional learning and because they each transcribed learning interactions. The transcriptions made perfectly concrete what powerful classroom discourse- learning discourse- looks and sounds like.
|Snap of transcript from Blau's Literature Workshop|
|Snap of a transcript from Johnston's Choice Words|
Skimming through these familiar texts I thought about the potential for social annotation. One important possibility I see for collaborative annotation is the opportunity to structure learning conversations about texts that produce transcripts of written discourse that we can see, study and learn from. In the same ways Johnston and Blau think we ought to be able to learn from knowing exactly what discourse sounds like in the classrooms that inhabit their books, I think there is something to learn by engaging in text-centered discourse and then looking back at the digital footprint that results.
Instead of drawing conclusions at this early juncture in the history of annotation flash mobs, I'll stick to naming and noticing, a practice for which Johnston would advocate. I did a little of this above and I can also do this with screencasts on YouTube. In that way, even in this state of sense-making, I can model for others how I'm seeking to identify the potential of what we're doing in the margins when we gather as a mob to annotate together.