If you’re looking for even more assignment ideas for annotating JSTOR articles with Hypothesis, give these a try: In this way, social annotation mirrors the collaborative nature of scholarly knowledge production more broadly. They have contributions to make to academic fields and, especially in higher level courses, Hypothesis social annotation can be used to encourage students to share their ideas, their questions, their voices, their contributions to the ideas being discussed. Students can use annotations to define and explain, working together in a way that gives them agency over their own comprehension.Īcademics are the primary audience for academic articles, which they read to stay abreast of work in their field, and in order to position their own contributions to those fields. In academic writing, there are always words and allusions that are new to students. Especially if students are encouraged to use images, videos and links, an imageless academic article can be transformed into a beautiful illuminated text. To encourage peer to peer learning and digital collaboration around scholarly literature, teachers can ask students to work together to create a wiki for academic articles, defining difficult vocabulary and explaining references in the margins. A similar approach could be asking students to identify rhetorical devices in the article (e.g., synthesis, analysis, compare/contrast, cause and effect, classification, description, narration). Ask students to identify the component parts of an academic article, which might include: introduction, literature review, method, experimentation, results and analysis, limitations, and conclusion(s). One way to do this with social annotation would be to divide students into groups of one each (if the LMS allows for it) and have them annotate an article independently. Teachers can help students understand the structure of scholarly literature by having them identify parts of the reading. Independent reading - but with a framework This could be done for an initial article as a model, and then students could read and annotate as a group or even on their own. Scaffolding such as this can help students feel more comfortable with new and challenging texts. One way teachers can scaffold academic articles for students is by creating a guided reading, placing text, images or prompts in the margins for students to reply to. If you’re looking for ways to make this happen in your classroom, here are some strategies for using social annotation with scholarly writing. Social annotation of JSTOR content enables the scaffolding of scholarly writing, helps develop students’ metacognitive reading strategies, encourages digital collaboration, and nurtures students as scholars. The new JSTOR-Hypothesis integration enables instructors to simply add a link to a specific piece of JSTOR content from within a course in their Learning Management System (LMS).įour ways Hypothesis helps teach the reading of academic writing It provides most university libraries with access to nearly 2,800 searchable academic journals, over 100,000 scholarly books and millions of primary sources. JSTOR is a digital library from the nonprofit organization, ITHAKA. While instructors have been using Hypothesis to teach strategies for reading scholarly writing since we launched our browser extension in 2011, a new integration with JSTOR makes doing so even easier. One of the earliest use cases for Hypothesis social annotation in higher education was to support the teaching of academic articles. It’s new, challenging and sometimes intimidating. Scholarly writing is unique and sometimes abstruse, and many college students have not been exposed to this type of text previously. However, it’s up to you to ensure the information they provide is reliable and accurate.Īlways make sure to properly cite your sources to avoid plagiarism.We often hear from instructors that students struggle to read academic articles. Primary sources are often considered the most credible in terms of providing evidence for your argument, as they give you direct evidence of what you are researching. If you use one of these in your research, it is probably a primary source. Some types of source are nearly always primary: works of art and literature, raw statistical data, official documents and records, and personal communications (e.g. Are you directly analyzing the source itself (primary), or only using it for background information (secondary)?.Does the source provide original information (primary), or does it summarize information from other sources (secondary)?.Was the source created by someone directly involved in the events you’re studying (primary), or by another researcher (secondary)?.To determine if a source is primary or secondary, ask yourself:

Annotate an article