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Subject: Social Annotations

Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom

Author(s):	Brown, M. & Croft, B.
Date:	2020
Publication:	Journal of Interactive Media in Education
Citation:	Brown, M., & Croft, B. (2020). Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom. Journal of Interactive Media in Education. https://jime.open.ac.uk/articles/10.5334/jime.561/.

Section on webpage:	Social Annotations
Tenets:	Using technology intentionally to build communities and enhance learning.
Annotation:	In this article, the authors discuss “open pedagogy” and how it can contribute to the success of both students and teachers in a college classroom. Open pedagogies can give students more power in shaping their own learning, but can also lead to inequity in the classroom for marginalized students. One tool to reduce this inequity is social annotation or, “the use of collaborative technologies to help students draw meaningful connections to texts in-line alongside their peers, practice the strategies of academic writing in-context.” The authors provide several strategies for using social annotation to improve the classroom while also weighing its pros and cons.

February 11, 2026

Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom

Author(s):	Brown, M. & Croft, B.
Date:	2020
Publication:	Journal of Interactive Media in Education
Citation:	Brown, M., & Croft, B. (2020). Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom. Journal of Interactive Media in Education. https://jime.open.ac.uk/articles/10.5334/jime.561/.

Section on webpage:	Social Annotations
Tenets:	Using technology intentionally to build communities and enhance learning.
Annotation:	In this article, the authors discuss “open pedagogy” and how it can contribute to the success of both students and teachers in a college classroom. Open pedagogies can give students more power in shaping their own learning, but can also lead to inequity in the classroom for marginalized students. One tool to reduce this inequity is social annotation or, “the use of collaborative technologies to help students draw meaningful connections to texts in-line alongside their peers, practice the strategies of academic writing in-context.” The authors provide several strategies for using social annotation to improve the classroom while also weighing its pros and cons.

August 1, 2024

Feminist Pedagogy for Teaching Online

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Cite the Guide

Howard, J., Daniel, C., Newman, L., Bond, N., and Romero-Hall, E. (eds.) “Feminist Pedagogy for Teaching Online.” (2025). https://feministsteach.org.

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You may contribute to this guide by sharing resources and tools that you have used in the past, your own assignments, or blog posts that reflect on your pedagogy. We also welcome feedback such as suggestions for improvement, reporting broken links, and/or questions about feminist pedagogy and online education, please contact us at feministpedagogyonline@gmail.com.

Creative Commons

Feminist Pedagogy for Teaching Online: Digital Guide © 2020 by Jacquelyne Thoni Howard, Clare Daniel, Liv Newman, Niya Bond, and Enilda Romero-Hall is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

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