Over the last decade and a half, numerous Social Annotation (SA) platforms have sprung up for both popular and academic use, offering educators the opportunity to experiment with different SA platforms and classroom practices to meet their specific research and pedagogical goals. Research carried out from 2001 to 2010 suggests that SA can improve student participation and engagement as well as reading comprehension and peer-to-peer interaction. At the same time, “readers may also benefit from reviewing shared annotated documents…by gaining ideas, seeing others’ different perspectives, and building knowledge about the annotated resource” (Novak, Razzouk, and Johnson 40). These benefits naturally lend themselves to academic publishing and the peer review process. We’d like to explore ways to  invigorate the peer review process for ourselves and our students, deepen student engagement with classroom learning materials, socially incentivize classroom participation, and facilitate collaborative writing and learning.