Who writes and who responds? Gender and race-based differences in open annotations

Abstract

Purpose Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning objectives. Design/methodology/approach This study uses mixed methods to examine the use of an open annotation tool (Perusall) to foster the redistribution of epistemic authority and more equitable interactions in science, technology, engineering, and math and humanities courses at the intersection of environmental and social justice issues. The study design draws on illustrative case study methods to assist others in seeing the potential and considerations in using a similar pedagogical approach. Findings An open annotation tool like Perusall can foster more equitable interactions for historically minoritized students. Women reported that open annotations deepened knowledge and engagement with the source and their peers. Women of color, in particular, acknowledged the benefits of social annotations as a tool that redistributes epistemic authority. Conversely, men were more likely to comment on dissatisfaction with grading. Originality/value This study suggests the value of open annotation as an effective and accessible method to foster inclusive classrooms. Through examining epistemic authority in social annotations, this study provides a novel approach to addressing the disengagement of historically minoritized students.

Digital Short Story Literacy and the Character of Environmentally Concerned Students

“…Therefore, reading interest is not successful in moderating the effect of digital short story literacy on environmental care character. This is in line with research which found that excessive use of digital media reduces interest in reading due to distraction or dependence on social media or other digital entertainment (Bakermans et al, 2022;Tanaka et al, 2023). Reading is a skill that includes two main components: decoding graphic symbols and understanding written messages (Aurpa et…”

What a multi‐institutional collective case study of social annotation data reveals about graduate students' metacognitive reading practices

“…The social annotation tool did appear to support some co-construction of knowledge (Novak et al, 2012). Bakermans et al (2022) found that using Perusall helped reduce implicit biases found in traditional classroom discussions, and we hope the same is true for our teaching contexts. This study matters because it extends earlier findings (Adams et al, , 2023Adams & Wilson, 2020) beyond a single institution to multiple institutions in every region of the United States.…”

“…Social annotation can also help promote an inclusive classroom environment by helping to “begin the work for women and historically marginalized students to redistribute epistemic authority in a more equitable and realistic way” (Bakermans et al, 2022, p. 519). Social annotation tools can reduce implicit biases found in traditional classroom discussions (Bali et al, 2020).…”

“…Social annotation tools can reduce implicit biases found in traditional classroom discussions (Bali et al, 2020). It has also been speculated that seeing others' thinking while reading may help to build intercultural competencies (Bakermans et al, 2022).…”

Viewing open education within the Technological, Pedagogical, Content Framework: illustrating educator knowledge, skills and dispositions

“…For example, a history instructor whose learning 9 (page number not for citation purpose) objective is to compare and contrast two accounts of a historical event may have students engage in social annotation of the texts. Social annotation encourages close reading and allows students to view the connections others made between the two texts (Bakermans et al 2022). Whereas, a mathematics instructor with a learning objective of communicating mathematical ideas to others may have students blog about the steps they took to solve a mathematical equation.…”