Chapter 2
Examining graduate students’ positioning identities in
collaborative digital annotation tools
Digital annotation tools (DATs) are one of the recent
digital platforms in which multiple users can read and annotate a
shared document. Scholars have explored the use and impacts of DATs
on peer interaction and documented that collaborative annotation
enables a more learner-centered academic space where students can
facilitate peer learning and socialization. The present study, on
the other hand, shifts the focus and explores the roles of peer
interaction to document three multilingual doctoral students’
micro-level positioning identities in a semester-long DAT activity.
The study’s data involved students’ collaborative annotations on 11
scholarly articles, semi-structured interviews, and demographic
information questionnaires. The data were analyzed with discourse
analysis techniques. Findings indicate that students’ previous
teaching experiences, linguistic and educational backgrounds, and
research interests shaped their annotation behaviors and discursive
choices and thus led to taking different positioning identities. The
study offers pedagogical implications that might cultivate and
foster quality peer interaction and involvement in collaborative DAT
activities.
Article outline
- Digital annotation tools
- Conceptual framework
- Identity and positioning theory
- The study
- Data collection and analysis
- Researcher positionality
- Findings
- Lina: The critical reader
- Max: The forever teacher
- Mira: The EAL reader and knowledge seeker
- Discussion
- Pedagogical implications
- Conclusion
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Notes
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References
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