{"id":2837,"date":"2018-10-04T22:00:25","date_gmt":"2018-10-05T02:00:25","guid":{"rendered":"http:\/\/www.gardnercampbell.net\/blog1\/?p=2837"},"modified":"2018-10-04T22:00:25","modified_gmt":"2018-10-05T02:00:25","slug":"adventures-in-annotation-knowledge-emotion-tags","status":"publish","type":"post","link":"https:\/\/www.gardnercampbell.net\/blog1\/adventures-in-annotation-knowledge-emotion-tags\/","title":{"rendered":"Adventures in Annotation: Knowledge Emotion Tags"},"content":{"rendered":"

\"Knowledge<\/a><\/p>\n

As I continue to tinker with the “cognitive disciplines”<\/a> framework I’m using for my courses these days, I also tinker with what I might call the students’ performance spaces for these disciplines–that is, their opportunities to exercise and demonstrate these cognitive disciplines as part of their work in the class. For example, I’ve discovered that asking students to put a tagline in their blogsite names (blogs are for “zooming out”) seems to generate a small but noticeable increase in their engagement. That’s a qualitative judgment on my part, of course, but it reinforces my sense that naming opportunities–domains, stars, children, etc.–can be powerful occasions for personalization, expression, and emotional investment. Taglines are very piquant naming opportunities.<\/p>\n

I’m tinkering with the annotation (“zooming in”) space as well, using Hypothes.is<\/a>. Here my goal is not only to encourage close and careful reading, but to help shape an environment for consideration, for mulling things over, for thinking at a deeper and more reflective level than a kind of op-ed reaction (though that too has its uses, of course). It’s easy to get a reaction, but much harder to elicit a response. It’s harder still to encourage a spirit of still contemplation that doesn’t leap to judgment, even though judgment, in the end, can be not only warranted but essential. Before that judgment, however, a certain hospitality, a certain expansion of the bounds of consideration. A space for entertaining ideas.<\/p>\n

So this time I’m asking students to tag their annotations with a word describing a specific quality of the passage they were annotating. I gave them a taxonomy of three possible tags:<\/p>\n