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Social annotation while socially distanced: Using Hypothes.is in the (virtual) language classroom

Monday, October 11

Social annotation tools allow traditional annotation activities (commonly done in isolation) to be transformed into collaborative, knowledge-sharing activities. During pandemic-induced teaching, language teaching and learning were particularly challenging, given their social nature and the need for collaboration and interactions. In this session, discussants will share challenges they faced during pandemic teaching and will provide examples of the use of social annotation as a strategy for coping with socially-distant learning. Specifically, discussants will showcase sample reading assignments, and will describe how students were able to engage with the text, their classmates, and the instructor. Furthermore, they will explain how social annotations promoted engagement at different levels beyond traditional reading approaches such as providing opportunities for self-reflection and in-depth discussion.

Discussants: Stephanie Anderson, Senior Teaching Specialist, Department of Spanish and Portuguese Studies; and Daniel Haataja, Senior Lecturer, Department of German, Nordic, Slavic & Dutch, University of Minnesota