The Marginal Syllabus Project

Remi Kalir; Christina Cantrill; Joe Dillon; Cherise McBride; Michelle King

Society for Information Technology & Teacher Education International Conference 2021 (Mar 29, 2021) pp. 1069–1075

Annotation is confluence. The addition of a note to a text—as when a reader authors book marginalia or a group uses a digital application for social reading—demonstrates a confluence among primary source, reader response, and multiple people and...

Topics: English Education

Iterating the Marginal Syllabus: Social Reading and Annotation while Social Distancing

Jeremiah Kalir; Christina Cantrill; Jeremy Dean; Joe Dillon

Journal of Technology and Teacher Education Vol. 28, No. 2 (2020) pp. 463–471

The coronavirus pandemic exacerbated long-standing educational inequities associated with technology access, learner agency, and participation in online learning. How were preservice and inservice educators supported in their pursuit of interest...

The Fallacies of Open: Participatory Design, Infrastructuring, and The Pursuit of Radical Possibility

Stephanie West-Puckett; Anna Smith; Christina Cantrill; Mia Zamora

Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 203–232

To better understand the impacts of participatory design in English language arts teacher education, this critical case study focuses on the National Writing Project’s Connected Learning Massive, Open, Online Collaboration (CLMOOC) that engaged...

Remix as Professional Learning: Educators' Iterative Literacy Practice in CLMOOC

Anna Smith; Stephanie West-Puckett; Christina Cantrill; Mia Zamora

Education Sciences Vol. 6, No. 1 (2016)

The Connected Learning Massive Open Online Collaboration (CLMOOC) is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of...