Introducing The Marginal Syllabus

I always enjoy the start of a new school year; it’s an exciting transition, a time to play with new ideas, launch projects, and (most importantly!) collaborate with – and learn from – other people. This year, I’m excited to help organize and facilitate The Marginal Syllabus in partnership with colleagues from Hypothesis and Aurora Public Schools.

Why this project? There are many reasons to create and curate an open and participatory space for educator professional development that (re)marks upon education and equity. There are also many people and influences who have helped create the conditions for us to plant this seed.

  • Educators like Paul Allison, and efforts like Youth Voices and Letters to the Next President 2.0, have helped lead creative and critical conversations via social reading and writing, many of which leverage web annotation tools.
  • Designers, educators, and scholars – all learners! – are regularly using web annotation platforms like Hypothesis to deepen equity-oriented conversation about, for example, the openness and ownership of school work, whose voices are included and listened to when designing learning, and how to define and critique disciplinary commitments.
  • Among some critical education communities, such as the Digital Pedagogy Lab (#digped), there is ongoing interest about – and commitment to – the ways in which our digital tools and practices support professional development in service of more inclusive and equitable learning.
  • In my own teaching, I have been experimenting with annotation flash mobs as a means to spontaneously – perhaps even playfully – leverage in/formal networks for more open-ended, connected, and interest-driven learning. Here’s one reflection on an annotation flash mob about online teaching and learning from this past spring.
  • Regularly scheduled Twitter chats have become an indelible staple of educators’ interest-driven professional learning. Yet the scale and speed of certain chats, alongside notable limitations of Twitter as a platform, have motivated some to consider other approaches to multimodal and networked conversation. The affordance of web annotation to ground such conversation in the margins of a shared text – and to also include text authors in the layered discourse – is a promising avenue to explore. Hence our approach to monthly annotation flash mobs.

In many respects, The Marginal Syllabus is a blank canvas anticipating unknown brushstrokes and emergent brilliance over the coming days and months. Most immediately, my thanks to Chris Gilliard for joining as our inaugural author. We’ll be reading and annotating Chris’ co-authored piece Digital Redlining, Access, and Privacy via Common Sense Education. You can learn more about Hypothesis, web annotation, and annotation flash mobs in our Resources section – we hope to learn with you this coming Wednesday!

– Remi

1 thought on “Introducing The Marginal Syllabus”

Leave a Reply