Teaching Commons > Teaching Guides > Technology > Social Annotation
Social annotation is reading and thinking about a text together. It’s the process of making digital annotations on a shared text, creating a collaborative experience out of what is traditionally a solitary activity. Imagine all of your students opening a PDF or webpage on their own, then highlighting, commenting, and sharing ideas about the text or images they see. As they add their own thoughts, they can also see and respond to their peer’s thoughts–all within the margins.
Social annotation allows you and your students to encounter one another’s thinking around specific texts. You and your students can ask and answer questions, summarize essential points, lookup references, and add personal responses in relation to specific passages or pages of text.
Social annotation helps instructors:
Social annotation helps student:
Hypothes.is is an integrated external learning tool available on D2L that is designed for social annotation. When an instructor uploads a text using this tool, the text will appear with an annotation panel along the right side of the document. Students and instructors can highlight specific sections of the text and add annotations, which will then display in the panel and is visible to anyone associated with the course. This tool also allows for users to comment on one another’s annotations.
Students and instructors can add annotations containing different elements in addition to text, such as:
Hypothes.is readings can be graded and connected to the gradebook to enable assessment of a student’s annotations. To use this tool in your class, it must first be enabled in your course. See
“How can I get started?” below for more details.
Social annotation can be used both synchronously and asynchronously. An annotation assignment required before a class meeting can help seed a more in-depth discussion in person. For fully asynchronous courses, a robust annotation assignment provides a space for student-to-student and student-to-instructor engagement.
When choosing to implement social annotation, first consider some learning goals for the assignment. What do you hope students accomplish with collaborative annotation?
Also consider the kind of text students may annotate. Options include:
Provide specific guidelines if you plan on using social annotation as a part of your course’s assessments.
Annotation Starter Assignments from the Hypothes.is blog brings together suggestions and instructions for a few basic annotation assignments. You are invited to copy and modify the instructions for use in your own class.
Some considerations for social annotation assignments include:
Annotation assignments can be graded holistically for each student across the length of the quarter, or per each students’ engagement with a text. Regardless of your approach, it’s a good idea to provide students with a grading rubric that indicates how their performance will be measured.
Keep in mind that social annotation does not have to be a graded assignment. You may choose to incorporate annotation-enabled documents as optional resources for students to use as they study.
Regardless of your approach to grading, you can always model good annotation practice by including your own throughout the quarter.
If you would like to experiment with Hypothes.is or discuss ways to implement social annotations in your course, contact your instructional designer to set up an appointment to discuss different options.
If you’re ready to use Hypothes.is, you must first use the Add Existing Integration to D2L to have it enabled in your course.
Faculty must first use the Add Existing Integration Form to have Hypothes.is added to their D2L course. All browsers except Internet Explorer and legacy versions of Edge are compatible with Hypothes.is, but please note that Chrome and Firefox are the recommended browsers for D2L.
Any documents uploaded with Hypothes.is (e.g., a PDF of a text scanned from a book) must be run through Optical Character Recognition (OCR). The CTL can assist with OCR optimization. Pages on a website can be linked with Hypothes.is without OCR.
A public-facing version of Hypothes.is is available, but using Hypothes.is within D2L ensures FERPA compliance and makes it possible to link activities to D2L grade items.
Schedule a consultation with your Instructional Designer to experiment with Hypothes.is and talk more about ways to integrate social annotations with your teaching.
Washington University in St. Louis has some social annotation activity examples. Hypothes.is's blog contains additional resources, such as examples of the types of annotations you might ask students to contribute.