This paper considers the use of open annotation, for example, as enabled by tools like hypothes.is. "Social annotation, while offering opportunities for the creation of new knowledge, does also contain an inherent risk of safety for marginalized student populations," argue the authors. They offer 'critical social annotation' as a framework "for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm." This involves the creation of an equitable social space, community development and faculty intervention, and modeling critical engagement and open-ended learning. These are good suggestions for online interaction in general; Gilly Salmon's work would fit in comfortably here.
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