Marginal Syllabus at the National Writing Project Resource Development Retreat

During the week of July 10th, we – Joe Dillon and Remi Kalir – are attending the National Writing Project’s Resource Development Retreat (RDR; and check out #NWPRDR17 on Twitter) in Denver, Colorado. Throughout the 2016-17 academic school year, we played key roles in organizing and facilitating the Marginal Syllabus, an openly networked experiment in educator professional learning that leverages web annotation, social reading practices, and author partnerships to advance conversations about educational equity. Part geeky book club, part digital learning resource, the Marginal Syllabus embraces an intentional double entendre; we partner with authors whose writing may be considered marginal – or contrary to – dominant education norms, and our online conversations with authors occur in the margins of their texts by using the web annotation platform Hypothesis.

Our passion project has grown, and the NWP RDR is a welcome opportunity to reflect, design, receive feedback, and plan for next year. As an entry point into the week’s collaborative work, we began by clarifying some of the core values that have guided our organization and facilitation of the Marginal Syllabus. These values include:

  • Fostering transparency and openness;
  • Designing experiments via technology;
  • Inquiring through partnership; and
  • Sustaining critical conversations about equity.

We’ve also been tasked with two broad responsibilities for our work during the RDR.

First, our retrospective activities will include the development of resources for educators that summarize what happened during the first year, curate information about our conversations, and make the entire syllabus accessible as an open educational resource (or OER; also, read more the Marginal Syllabus as OER). One example of this curation includes our recently published The 2016-17 Syllabus, a summary of author partnerships, nine annotated texts, and some educator takeaways (thanks to our many partner authors and participants!).

Second, our forward-looking efforts are all about design – sketching out a plan, sustaining and growing partnerships, and detailing concrete next steps for Marginal Syllabus activities during the 2017-18 academic year. Last year, Marginal Syllabus programming concluded on a notable high thanks to an emergent partnership with the NWP’s Educator Innovator initiative. While we welcome and are very thankful for this emergent partnering, we’re now eager to more proactively shape future collaborative activities.

The purpose of this blog post is to address – provisionally and formatively – one aspect of our retrospective work that, most simply, boils down to this question: What did we learn from the first year of Marginal Syllabus activities? As reflective educators who are both active in the world of digital media and learning, engaging a question about our own learning is a welcome opportunity for introspection, iterative design, and strengthened collaboration. We also approach this question from different yet complementary perspectives: Joe is a K-12 educator, Remi is a professor; Joe has a history of collaboration with the NWP and the Denver Writing Project, and has facilitated the Young Writers Camp, whereas Remi is a newcomer to NWP activities and communities. We’re engaging with the RDR – and, more specifically, this question about what we’ve learned – from both varied experiences and also shared commitments.

So, what have we learned? On the RDR’s second morning, we sketched out a poster that introduced the Marginal Syllabus to other RDR participants. As a part of this poster session, we literally spent five minutes detailing provisional inquiry prompts that have consequently helped us to answer our “what did we learn” question. What resulted were three writing prompts which suggest broad lessons related to partnerships, the design of professional learning, the emergence of a community of practice, and research.

Here are some of those prompts; we’ve each responded individually to highlight our personal experience, useful divergence in our thinking, and some common insights.

1. How has partnership defined activities, and how will partnership sustain activities?

JD: For Remi and I, our different vantage points – he’s from higher ed and I’m from K12 – have resulted in a diverse set of texts that frame marginality differently. Our different personal connections have also helped this work intersect with the work of organizations like Virtually Connecting and Educator Innovator. As we experiment with emergent design and seek to form a community of practice, we’ve had to think about the interests of partners and participants, and reflect on their reactions to social annotation and equity issues. In a couple of instances, a partner’s idea led us to include synchronous Google Hangout discussions as part of the monthly reading and response. Partnering with authors and publishers moving forward will allow us to continually surface new texts about equity issues and responses to the processes we use to facilitate social online annotation. Partnering will also surface emergent interests in the annotation technology.

RK: We launched the Marginal Syllabus with a core commitment to author partnership. It was important that authors consented to have their writing annotated – and annotated publicly as a means of conversation and professionally-relevant learning. Accordingly, we set clear expectations with authors about how to access, mark up, and talk about their texts. In some cases, we also consulted with authors about how to annotate texts published according to copyright standards. Partnership also meant establishing participation expectations, such as how authors would engage during live annotation activities and, eventually, Educator Innovator-hosted webinars (as we did last April and May). The lessons we’ve learned about author partnership indicate opportunities to improve how these partners develop and/or leverage their technical fluency (especially with web annotation), share their public participation, and continue to reference their annotated texts as learning resources.

2. How has this experiment in professional learning changed based upon structure and supports?

JD: We made a structural shift when we changed the time window for annotation from a one-hour “flash-mob” format to a week-long “annotathon” format. This may not have changed participation drastically, but it did change the way our invitations sounded – we created more opportunity – and increased potential participation.

Another structural consideration that arose was the technical barrier to entry, which snuck up on me as an issue because the first few authors and groups of participants picked up Hypothes.is readily. It wasn’t until the last month when Bronwyn LaMay, our participating author asked a few good clarifying questions in the lead up to our synchronous annotation and the webinar to discuss the chapter that I realized how much we’d asked of her technically. She needed to create a Hypothes.is account and familiarize herself with the tool at the same time we asked her to read over the planning document for the Educator Innovator webinar. The addition of the Google Hangout as a structure made the monthly reading increasingly social and also raised a technical hurdle.

RK: As I wrote about last January, our early annotation conversations were structured around the idea of a “flash mob,” though that organizing metaphor failed to capture people’s sustained participation in annotation over longer periods of time. Accordingly, one of the first major changes to the Marginal Syllabus structure was a shift toward week-long “annotathons.” This change in conversation format coincided with our Educator Innovator partnership, and was a new means of supporting and scaling how educators might access, learn about, and contribute to conversation activities. Among these changes to structure to support, we were reminded that web annotation aligns well with a broader media ecology; participating educators were not only using Hypothesis to mark up texts, they were also sharing publicly via Twitter and blogging to reflect on their distinct efforts. We’ve learned that it’s important to be flexible about the structures that support open and collaborative annotation, to welcome a broad range of complementary social media practices, and to amplify participant experiences.

3. What have we heard from our participants, including partner authors, and how does this help us inquire about what’s happened during our first year?

JD: Participants in social annotation comment about their reading process, which is notable. They sometimes reflect that the annotations pull them away from the text to engage in a discussion thread in the margins. Repeat participants have remarked to me that they prefer to read a text one time through before they annotate and consider the annotations of others. Why is this important? Increasingly, I’m familiar with definitive claims about the way people read in online spaces. It seems generally accepted that people read more closely on paper while they are more likely to skim digital texts. Still, If reading on paper is superior for close reading, research is needed about the potential for digitally-enabled reading and its capacity to support extended cognition. The reading people do using annotation software and encountering other readers’ thoughts, might prove to be closer reads because they consider different viewpoints and questions they otherwise wouldn’t while reading.

As for what we hear from authors, everyone we have asked for permission to read and mark up their work so far has granted permission. It bears noting that Bronwyn LaMay remarked that the conversation we had with her online was an uplifting experience, probably because it was the end of a school year and she appreciated us considering her work so carefully.

RK: As someone who regularly wears a researcher hat, I’ll keep my response here brief. First, it’s important to remind people that by using Hypothesis publicly, annotators agree to license their annotation content according to a Creative Commons CC0 Public Domain Dedication (check out Hypothesis’ Terms of Service). Second, my research about educator participation in open and collaborative annotation as professionally-relevant activity is summarized and publicly available here. And third, I’m quite thankful to have begun collaborating with amazing doctoral students, professors, Hypothesis staff, and others who are committed to inquiry about the ways in which (digital) annotation is changing reading, learning, scholarship, and publication. From a research perspective, the Marginal Syllabus embraces a design-based research methodology, and my retrospective analysis about the first year – as an initial iteration – is a focus of forthcoming presentations and publications.

Though these “lessons learned” read as somewhat declarative and definitive, we reiterate that these are rough draft thoughts and, as such, we welcome your responses, questions, and criticisms (and, it should go without saying, you’re very welcome to engage via Hypothesis annotation!). Moreover, we would be thrilled to hear responses from Marginal Syllabus participants, partner authors, or our colleagues at the NWP RDR.

Finally, a brief note of thanks: Throughout our experiences at the RDR, we’ve been deftly and graciously supported by NWP staff, most especially Tanya Baker, Christina Cantrill, and Liana Gamber-Thompson. We’re grateful for their support and critique in helping us to advance open and interest-driven educator learning about educational equity via the Marginal Syllabus.

Marginal Syllabus Announces New Conversation Format and Partnership

Three Major Announcements

The Marginal Syllabus is pleased to announce a new conversation format and partnership. First, the final three conversations of the 2016-17 academic year (during March, April, and May) will occur via annotathon, whereby participants are invited to read, annotate, and discuss a given text for a week. Second, the Marginal Syllabus’ March conversation will feature Dr. Christopher Emdin, Associate Professor of Science Education at Teachers College, Columbia University, and author of For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education. And third, starting in April the Marginal Syllabus will launch a partnership with the National Writing Project’s Educator Innovator to provide robust open learning opportunities for educators via author partnerships, annotathons, webinars, and other online resources. Suffice to say, we’re really excited!

A Bit of Context

Given these notable announcements, it’s likely that some people reading this post may be unfamiliar with the Marginal Syllabus. If so, here’s a brief bit of context. The Marginal Syllabus is an informal educator professional learning effort that convenes monthly annotation conversations about issues of educational equity. Marginal Syllabus organizers partner with education experts whose scholarly perspectives may be considered marginal to dominant conventions of schooling and education. The openly accessible texts of partner authors – whether book chapters or blog posts – are selected as online forums for conversation among K-12 and postsecondary educators via the open educational practices of web annotation (conversations that occur in a text’s margins). Selected texts have examined digital redlining and information accessibility, critical literacy education, the politics of educational technology, and curricular design. Monthly annotation conversations seek to amplify collaborative discourse among authors, their texts, and a participatory readership. Both the individual texts where monthly dialogue occurs – and the syllabus as a cohesive, growing document – represent a dynamic, dialogical, and intertextual conversation that seeks to open texts as contexts for educators’ interest-driven learning.

From Annotation Flash Mobs to Annotathons

Since August of 2016, Marginal Syllabus conversations have been described using a flash mob metaphor. While flash mobs convey excitement and spontaneity, the metaphor fails on multiple fronts. First, flash mobs are quick bursts of activity. While the first six Marginal Syllabus conversations were scheduled for a given hour on a specific day, the resulting dialogue has often lasted many days. It is not uncommon for multiple participants to respond to other annotators for days on end, spanning nearly a week of sustained activity. Second, flash mobs are quite sophisticated, but they can also model collective uniformity (many people doing the same thing at the same time). While it’s accurate to note that Marginal Syllabus participants are all engaging in the social and collaborative practices of web annotation, annotation content is frequently divergent, sparking debate and evidencing critical thinking that uniquely conveys participant’s voices. Third, flash mobs are distinctive precisely because they orchestrate something improvisational among the mundane everyday. Yet the traces of such dissonant creativity are often fleeting, and the casual observer might never know that a flash mob occurred in that location just over there about an hour ago. Alternatively, web annotation affords searchable curation and descriptive tagging, creating an indelible and sharable record that can be referenced and joined by others who stumble across a recorded conversation even months later.

Given the limitations of the flash mob metaphor, as well as feedback from K-12 partners indicating that week-long annotathons are far more accommodating for educators’ busy schedules, it is necessary that we shift both our root metaphor and our conversation format. Where does the annotathon model originate? We’re inspired by Maha Bali, an early advocate and convener of annotathons; her model was recently adapted by learning scientists to discuss the need for a political theory of learning. The annotathon, as Marginal Syllabus’ new conversation format, will span a week, and we’re excited to see how partner authors and participants adapt this new discussion model to meet their interest-driven learning needs. Flash mobs were a useful pilot structure, and we anticipate annotathons will be a meaningful second iteration structuring Marginal Syllabus conversations.

March Annotation Conversation with Dr. Christopher Emdin

Starting on Monday, March 27, the Marginal Syllabus is excited to welcome Dr. Christopher Emdin as a partner author. Dr. Emdin is an Associate Professor of Science Education at Teachers College, Columbia University, and author most recently of the highly acclaimed book For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education (Beacon Press, 2016). If you’re not familiar with Dr. Emdin, he was recently featured on PBS Newshour:

Throughout the week of March 27, the Marginal Syllabus will convene a conversation with Dr. Emdin via an excerpt of his book posted on Colorlines titled How Can White Teachers Do Better by Urban Kids of Color?

How can you join Dr. Emdin in an annotation conversation? Here’s the plan:

  1. When: Monday, March 27th through Friday, March 31st. As noted, we’ll adopt a multi-day annotathon model and invite educators to participate in a public conversation via the web annotation platform Hypothesis.
  2. Where: Visit How Can White Teachers Do Better by Urban Kids of Color? in order to access both the source text and the Hypothesis annotation layer.
  3. Who: K-12 educators, pre-service and in-service teachers, school administrators, and others interested in dialogue about “how White teachers at urban schools can overcome their class and race privilege and truly connect with their students.” Dr. Emdin will participate using the Hypothesis handle chrisemdin, and Marginal Syllabus organizers will include Remi Kalir (remikalir), Joe Dillon (onewheeljoe), and Jeremy Dean (jeremydean).
  4. How: We will use the web annotation platform Hypothesis for public conversation. If you are new to either open web annotation or the platform Hypothesis, follow these steps:
  • It is recommended that you use Google Chrome as your browser
  • Visit Hypothesis and select the red “Install” button (mid-page)
  • When prompted, select “Add Extension”
  • Follow instructions in the newly opened tab – create a username, enter your email address and a password, and that’s it!
  • Also, at hypothes.is/welcome note how to toggle the annotation menu via a button in Chrome’s location bar, as well as the different types of annotation you can add to a text – including page notes, highlights, comments, and replies to annotations.

The Marginal Syllabus & Educator Innovator Partnership

Starting in April, the Marginal Syllabus is humbled and honored to launch a partnership with the National Writing Project’s Educator Innovator initiative. Educator Innovator is “both a blog and a network of networks devoted to creative and connected learning.” In late February, leaders with Educator Innovator and the NWP, alongside Marginal Syllabus organizers, began a series of conversations about how to creatively support educators as they pursue professionally-relevant, openly networked, and interest-driven learning. The NWP and Educator Innovator have an established track record of distinctive accomplishments organizing and facilitating educator learning at the intersection of digital media and new literacies. Moreover, leaders at both the NWP and Educator Innovator are familiar with Hypothesis and the potential of collaborative web annotation to support transformative teaching and learning practices. Collectively, we’re excited to explore open learning opportunities for educators via author partnerships, annotathons, webinars, and other online resources.

April’s programming will feature the book By Any Media Necessary: The New Youth Activism (NYU Press, 2016) authored by Henry Jenkins, Sangita Shresthova, Liana Gamber-Thompson (who is Program Associate at the NWP), Neta Kligler-Vilenchik, and Arely Zimmerman. The Marginal Syllabus annotathon will feature Sangita Shresthova and her chapter “Between Storytelling and Surveillance: The Precarious Public of American Muslim Youth.” The annotathon will occur from Monday, April 24th through Sunday, April 30th. In addition to the annotathon, Marginal Syllabus organizers Joe and Remi will join Sangita and Liana for a Connected Learning TV webinar at 7p ET/4p PT on Tuesday, April 25th (broadcast details announced soon!).

And in May, please join author Bronwyn Clare Lamay as we read and discuss Personal Narratives Revised: Writing Love and Agency in the High School Classroom (Teachers College Press, 2016). The annotathon with Bronwyn will occur from Monday, May 29th through Sunday, June 4th. And while the annotathon’s focal chapter will be announced soon, in the meantime listen to Bronwyn discuss her book on NWP Radio. Similar to programming in April, a Connected Learning TV webinar will be streamed at 7p ET/4p PT on Tuesday, May 30th featuring a discussion with Bronwyn about her book, and blog posts and related resources will be featured via various online venues.