Reading and Connecting: Using Social Annotation in Online Classes

Abstract

The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. This article presents a systematic literature review of the use of web annotation to support reading and discussion activities in formal education. As a genre of information systems, web annotation allows users to socially engage with web resources and is used in education to support social reading, argumentation, group inquiry, and community building. From this review we identified five types of social annotation activity design: processing domain-specific knowledge; supporting argumentation and inquiry; improving literacy skills; supporting instructor or peer assessment, and connecting online learning spaces. Practical recommendations for incorporating social annotation in online/distance classes are provided.