Making Reading Active, Visible And Social With Hypothesis Annotation

Concurrent Session 6
Streamed Session

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Brief Abstract

Learn how you can add collaborative annotation activities to teaching and learning in any discipline to enable students to engage with course materials, teachers, ideas, and each other in deeper, more meaningful ways.


Nate is an evangelist who connects people, ideas, and technologies to make things better, currently working with Hypothesis (, the nonprofit organization that stewards open, standards-based annotation technologies and practices. He has worked across a wide variety of public and private institutions, focusing on community development, digital communications, meaningful education, open technologies, and sustainable growth. Nate lives in Portland, Oregon USA with some other cats and humans. Learn more about Nate on his blog ( or Twitter (
Jeremy Dean, Director of Education, Hypothesis Jeremy was previously the Director of Education at Genius where he facilitated educational applications of their interactive archive of literary and historical texts. Jeremy is a scholar-educator with fifteen years of experience teaching at both the college and high school levels. He received a Ph.D. in English from the University of Texas at Austin where he worked as a Project Leader in the Digital Writing and Research Lab for four years developing units and lesson plans around a variety of digital tools. He also worked as a Program Coordinator at the University of Texas Humanities Institute, overseeing their education initiatives.

Extended Abstract

Over fifteen thousand classes at hundreds of schools have already been using Hypothesis collaborative annotation to enrich course activities with social reading. Join us to explore how educators are adding annotation activities to courses in different disciplines to help students read more actively, show how they are engaging with texts, and build class community.

We'll show how Hypothesis can be added to learning management systems using Learning Tool Interoperability (LTI), and the simple steps anyone can take to add collaborative annotation to course readings and integrate annotation activities into syllabi and assessments.

You'll come away from this session with a better understanding of how to bring the traditional practice of scholarly annotation into the digital age, extending its capabilities, how social reading can diversify and enrich online, hybrid, and face-to-face class activities, and how you can bring Hypothesis into your own practices.