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The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts

The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts

Jeremiah H. Kalir, Francisco Perez
Copyright: © 2019 |Pages: 42
ISBN13: 9781522571834|ISBN10: 1522571833|EISBN13: 9781522571841
DOI: 10.4018/978-1-5225-7183-4.ch002
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MLA

Kalir, Jeremiah H., and Francisco Perez. "The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts." Marginalia in Modern Learning Contexts, edited by Alan J. Reid, IGI Global, 2019, pp. 17-58. https://doi.org/10.4018/978-1-5225-7183-4.ch002

APA

Kalir, J. H. & Perez, F. (2019). The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts. In A. Reid (Ed.), Marginalia in Modern Learning Contexts (pp. 17-58). IGI Global. https://doi.org/10.4018/978-1-5225-7183-4.ch002

Chicago

Kalir, Jeremiah H., and Francisco Perez. "The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts." In Marginalia in Modern Learning Contexts, edited by Alan J. Reid, 17-58. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7183-4.ch002

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Abstract

This case study examines educator learning as mediated by open web annotation among sociopolitical texts and contexts. The chapter introduces annotation practices and conceptualizes intertextuality to describe how open web annotation creates dialogic spaces which gather together people and texts, coordinates meaning-making, and encourages political agency. This perspective on texts-as-contexts is used to present and analyze educator participation in the Marginal Syllabus, a social design experiment that leverages open web annotation to foster conversation about educational equity. One conversation from the Marginal Syllabus is analyzed using mixed method approaches to data collection, analysis, and the presentation of findings. Learning analytics and discourse analysis detail how open web annotation mediated educator participation among sociopolitical texts and contexts of professional relevance. The chapter concludes by discussing open web annotation as a means of coordinating educator participation in public conversations about sociopolitical issues related to educational equity.

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