In this webinar, learn about techniques for social reading and digital annotation.
With social reading, a book or a text is “a gathering place, a shared space where readers record their reactions and conversations. Those interactions ultimately become part of the book too, a kind of amplified marginalia”.*
To read socially, students and teachers access a text online using one of a variety of tools (including COERLL's eComma) and annotate the text with comments (reactions, questions, analyses), and tags, freely conversing about the text and building on the ideas of their peers. Readers’ annotations become a record of the way they have experienced the text.
As silent private reading became a common practice with the prevalence of print media, social reading has emerged as a result of the new digital environment. This digital reading practice is not meant to replace print practices, but offers a new, more collaborative and participatory form of learning. As a result, it is particularly well-suited for foreign language teaching: students work together to crowdsource knowledge and to distribute the mental effort of interpreting a new target language text. Students who pick up on the reading quickly can share their knowledge with students who might be struggling, and all students receive new ideas from each other. The online reading space allows easy access to other online tools for research and creates a seamless pre-reading, reading, and post-reading experience. The students’ annotations also bring out patterns in their reading that can offer insights into the process of interpreting a text. Read more about social reading on the eComma website https://ecomma.coerll.utexas.edu/.
CPE credits are available for those who register in advance.