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- Copyright
- Copyright © 2021 by Duke University Press
- ISSN
- 1531-4200
- eISSN
- 1533-6255
- DOI
- 10.1215/15314200-9131828
- Publisher site
- See Article on Publisher Site
Abstract
This article explores how annotation with digital, social tools can address digital reading challenges while also supporting writing skill development for novices in college literature classrooms. The author analyzes student work and survey responses and shows that social annotation can facilitate closer digital reading and scaffold text-anchored argumentation practices.
Journal
Pedagogy – Duke University Press
Published: Oct 1, 2021