As a member of the Outreach Advisory Board of the Journal of the Learning Sciences (JLS), I was really glad to see the journal putting together a web annotation event during December 11-22, 2017. This activity is yet another move made by the editorial team to engage its readership on various social media venues.
Coming Soon: Web annotation of JLS articles in Hypothes.is.— JrnlLearningSciences (@JLearnSciences) December 4, 2017
The first article is a study by Akkerman and Bruining published in 2016 in Volume 25 (2).Read the full article at https://t.co/tGoOiQKLUR and visit https://t.co/2dYOBe15L8 for instructions for using @hypothes_is pic.twitter.com/z5oSHleIKB
During this web annotation event, participants are invited to annotate a recently published open-access article, Multilevel Boundary Crossing in a Professional Development School Partnership, using an open web annotation tool named Hypothes.is. Hats off to the authors for their support of this event.
The editorial team has put together detailed instructions in this Google presentation.
During and after the event, in addition to the Hypothes.is sidebar, a participant can either use Hypothes.is’ advanced search functionality or an aggregation tool to review existing annotations made on this article.
I am excited for this move JLS is making, not only because scholarship could be more networked and discursive, but also because I see great opportunities of using web annotation to bridge learning spaces in classrooms. To me, making an annotation is forming a relationship with an idea. As educators, we ought to think deeply and design smartly to value such relationships as students are traversing various treks of life. See our ongoing NSF project for details.