I want to echo & extend Lindsey’s questions about social annotation and participatory dynamics in the classroom, and add one on collaboration:
In what ways might social annotation make it easier, or less easy, for certain student voices to flourish and for others to disappear? How does social annotation shift student–and faculty–experiences of writing for school (and beyond), and how does SA facilitate or get in the way of other writing or classroom activities? What specific design or technical choices help realize different outcomes? And how does social annotation open up collaborative opportunities that we might not have considered before?
And about digital storytelling: What is the potential for our own scholarship to exist in the realms of storytelling and the digital? How can we let both the digital and the idea of story enlarge our notions of “the scholarly,” and could such scholarship be recognized as legitimate in our lifetime?