LEARN with Colleagues Committed to Equity in Learning and Literacy: The 2018-19 Marginal Syllabus

October 24, 2018
By Christina Cantrill

Read the full LEARN 2018-19 Marginal Syllabus

The 2018-19 Marginal Syllabus, titled Literacy, Equity + Remarkable Notes = LEARN, is kicking off this year on October 29, 2018. LEARN has been co-developed in partnership with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE). This third iteration of the Marginal Syllabus welcomes our partnership with NCTE as a leading publisher who has made openly accessible a curated set of texts to anchor our social reading, writing, and discussion about the intersection of literacy and equity.

The Marginal Syllabus invites connected learners interested in equity—including educators from K-12 and higher education, formal and informal settings, and in and out of school contexts—to read and annotate online texts, collaborate in the margins of texts with other readers and partner authors, and engage throughout 2018-19 in eight public conversations about equity in learning and literacy.

Tapping into the “Geeky Book Club”

Designed as a “geeky book club” to foster equity-oriented learning for educators, the Marginal Syllabus uses the web annotation platform Hypothesis to guide educators’ open and critical conversations about equity, literacy, and learning. With this year’s eight conversations scheduled from October, 2018 through June, 2019, we seek to surface a range of remarkable notes in the margins of these texts, while also centering our focus on topics and scholarship that often are on the margins of teaching and learning.

The Marginal Syllabus is especially thankful to the 19 partner authors whose eight texts are included in the 2018-19 syllabus. Our sincere thanks to:

  • October/November: Antero Garcia and Elizabeth Dutro
  • December: Marcelle Haddix
  • January: Allison Skerrett, Amber Warrington, and Thea Williamson
  • February: Valerie Kinloch, Tanja Burkhard, and Carlotta Penn
  • March: Debbie Reese
  • April: Andrea Vaughan, Rebecca Woodard, Nathan Phillips, and Kara Taylor
  • May: Everardo Pedraza and R. Joseph Rodríguez
  • June: Jemimah Young, Marquita Foster, and Dorothy Hines

How it Works

LEARN will kick off the last week of October, 2018 and run through June, 2019.

Each month, a new reading will be posted online and a link to the annotatable text will be featured in the syllabus document (except in October as we start at the end of the month and continue that first conversation through November).

Related events happening that month will also be announced. CLTV broadcasts will be aired at educatorinnovator.org; follow #marginalsyllabus to keep abreast of these opportunities. NCTE will publicize each month’s event via INBOX, its member newsletter.

We encourage your participation in the annotation conversation each month, and readings will remain online as openly accessible resources for ongoing reference, annotation, and discussion.

We also encourage you to use these readings and the opportunity to annotate however it best works for you—organize a study group, invite learners from a class you are teaching, engage as an individual, or connect it to a meeting or course.

Get Started with Online Annotation via Hypothesis

Annotation is the act of commenting and/or otherwise marking up a set of texts in order to add to your reading and/or keep track of your thinking. As an open online tool, Hypothesis adds a new dimension to your reading and note-taking, making it publicly available and therefore socially shared.

Using Hypothesis is as easy as clicking on this activated link to the texts shared below. From there you can see and read all public annotations left by others; Join/login to Hypothesis to add your own annotations. You can also use Hypothesis more regularly to annotate other online content; visit the website to learn how. There are also resources for educators for those considering using this in a course or other learning situation.

About Marginal Syllabus

Started in 2016, the Marginal Syllabus convenes and sustains conversations with educators about issues of equity in teaching, learning, and education. The project’s name, design, and learning opportunities are intentional references to interpretations of the word marginal: the Marginal Syllabus collaborates with authors whose writing is contrary, or marginal, to dominant education norms; the Marginal Syllabus hosts and curates publicly accessible conversations among educators that occur in the margins of online texts using open and collaborative web annotation; and the Marginal Syllabus supports educator collaboration via the open-source web annotation technology Hypothesis, a tool that is marginal to commercial edtech. The Marginal Syllabus is a multi-stakeholder partnership among educators, the National Writing Project, the National Council of Teachers of English, Hypothesis, authors and publishers of scholarship, and educational researchers.

Previous iterations of Marginal Syllabus include: