Chapter 2. Examining graduate students’ positioning identities in collaborative digital annotation tools
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Elif Burhan-Horasanli
Abstract
Digital annotation tools (DATs) are one of the recent digital platforms in which multiple users can read and annotate a shared document. Scholars have explored the use and impacts of DATs on peer interaction and documented that collaborative annotation enables a more learner-centered academic space where students can facilitate peer learning and socialization. The present study, on the other hand, shifts the focus and explores the roles of peer interaction to document three multilingual doctoral students’ micro-level positioning identities in a semester-long DAT activity. The study’s data involved students’ collaborative annotations on 11 scholarly articles, semi-structured interviews, and demographic information questionnaires. The data were analyzed with discourse analysis techniques. Findings indicate that students’ previous teaching experiences, linguistic and educational backgrounds, and research interests shaped their annotation behaviors and discursive choices and thus led to taking different positioning identities. The study offers pedagogical implications that might cultivate and foster quality peer interaction and involvement in collaborative DAT activities.
Abstract
Digital annotation tools (DATs) are one of the recent digital platforms in which multiple users can read and annotate a shared document. Scholars have explored the use and impacts of DATs on peer interaction and documented that collaborative annotation enables a more learner-centered academic space where students can facilitate peer learning and socialization. The present study, on the other hand, shifts the focus and explores the roles of peer interaction to document three multilingual doctoral students’ micro-level positioning identities in a semester-long DAT activity. The study’s data involved students’ collaborative annotations on 11 scholarly articles, semi-structured interviews, and demographic information questionnaires. The data were analyzed with discourse analysis techniques. Findings indicate that students’ previous teaching experiences, linguistic and educational backgrounds, and research interests shaped their annotation behaviors and discursive choices and thus led to taking different positioning identities. The study offers pedagogical implications that might cultivate and foster quality peer interaction and involvement in collaborative DAT activities.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Introduction 1
-
Section I. Focusing on learners
- Chapter 2. Examining graduate students’ positioning identities in collaborative digital annotation tools 22
- Chapter 3. Critical historical literacy in world languages through digital social reading 48
- Chapter 4. Incorporating mindfulness into multiliteracies pedagogy 74
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Section II. Texts, tasks, and teachers
- Chapter 5. Addressing text difficulty in novice L2 digital social reading 104
- Chapter 6. Digital social reading annotations as evidence of L2 proficiency 128
- Chapter 7. Developing digital social reading in source‑based writing 153
- Chapter 8. Conclusion 179
- Index 193
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Introduction 1
-
Section I. Focusing on learners
- Chapter 2. Examining graduate students’ positioning identities in collaborative digital annotation tools 22
- Chapter 3. Critical historical literacy in world languages through digital social reading 48
- Chapter 4. Incorporating mindfulness into multiliteracies pedagogy 74
-
Section II. Texts, tasks, and teachers
- Chapter 5. Addressing text difficulty in novice L2 digital social reading 104
- Chapter 6. Digital social reading annotations as evidence of L2 proficiency 128
- Chapter 7. Developing digital social reading in source‑based writing 153
- Chapter 8. Conclusion 179
- Index 193
