Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom

Resource type
Journal Article
Authors/contributors
Title
Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom
Abstract
Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach.
Publication
Journal of Interactive Media in Education
Volume
2020
Issue
1
Pages
8
Date
2020-05-11
Language
en
ISSN
1365-893X
Accessed
11/07/2020, 18:36
Library Catalogue
jime.open.ac.uk
Rights
Creative Commons Attribution http://creativecommons.org/licenses/by/4.0
Extra
Number: 1 Publisher: Ubiquity Press
Citation
Brown, M., & Croft, B. (2020). Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom. Journal of Interactive Media in Education, 2020(1), 8. https://doi.org/10.5334/jime.561