From Distracted to Recursive Reading: Facilitating Knowledge Transfer through Annotation Software
Public DepositedThis published version is made available on Dickinson Scholar with the permission of the publisher. For more information on the published version, visit Digital Humanities Quarterly's Website. © 2018. This publication is made available under the CC-BY-NC-ND 4.0 license: http://creativecommons.org/licenses/by-nc-nd/4.0/.
Rather than seeing hypertext as offering only distracted reading, this paper argues that annotation software provides students with the opportunity to perform recursive reading: a process that facilitates knowledge transfer and encourages intersectional critical approaches to texts. As hypertext editions and online reading communities have proliferated, scholars have theorized that these layered, interactive modes of reading produce distracted readings of texts, especially in pedagogical contexts. With annotation software, however, researchers and students have the opportunity not just to consume these distracted readings, but to produce them. Within the classroom, annotation software assignments require a deeper psychological investment from students than simply consuming a hypertext edition. By choosing how and where to annotate a particular text, students' distributed modes of attention are re-focused on the text itself, pulling disparate threads of thought together.
Kersh, Sarah E., and Chelsea Skalak. From Distracted to Recursive Reading: Facilitating Knowledge Transfer through Annotation Software.
DHQ: Digital Humanities Quarterly 12, no. 2 (2018). http://www.digitalhumanities.org/dhq/vol/12/2/000387/000387.html
MLA citation style (9th ed.)
. 2018. dickinson.hykucommons.org/concern/generic_works/4212c4b5-8b57-4d44-ba04-474c8d605dbc?q=2018. From Distracted to Recursive Reading: Facilitating Knowledge Transfer Through Annotation Software.APA citation style (7th ed.)
(2018). From Distracted to Recursive Reading: Facilitating Knowledge Transfer through Annotation Software. https://dickinson.hykucommons.org/concern/generic_works/4212c4b5-8b57-4d44-ba04-474c8d605dbc?q=2018Chicago citation style (CMOS 17, author-date)
From Distracted to Recursive Reading: Facilitating Knowledge Transfer Through Annotation Software. 2018. https://dickinson.hykucommons.org/concern/generic_works/4212c4b5-8b57-4d44-ba04-474c8d605dbc?q=2018.Note: These citations are programmatically generated and may be incomplete.
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