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Saturday, April 18, 2020

The newest project in Poetic Media Lab, Life in Quarantine: Witnessing Global Pandemic, finally has a website. Check it out!


Friday, August 30, 2019

Due to uncertainty surrounding future funding for this project, the Poetic Media Lab will no longer perform technical upkeep on the most recent version of Lacuna available (2.4.1), which may impact site functionality and stability. For the same reason we are no longer able to maintain Lacuna websites for other institutions or to support new Lacuna courses at the moment. This decision affects all users, including past as well as current recipients of Stanford Global Studies's EPIC Community College Fellowships.

Monday, January 28, 2019

This release adds the ability for instructors to use annotations on student writing as a form of private feedback. When instructors annotate student writing, they will now have the option to set the privacy to "Student," which will allow only the student author and any instructors in the course to see that annotation. Now you can give private feedback on papers using annotations!

This release also includes core updates to Drupal 7.58 to address SA-CORE-2018-002. It's strongly recommended that all Lacuna users update their software.

Monday, August 27, 2018

Many have asked for it, now it's here. Lacuna v2.3 supports PDF annotation! When creating a new document, you can upload PDFs instead of text and your students can now annotate anywhere on the PDF. You can even include images in the PDF. Thanks go out to Cody Leff for adding this exciting new feature.

Thursday, November 2, 2017

Poetic Media Lab is proud to introduce its newest project, Layered Translation. Layered Translation will build on the annotation and data visualization tools that we developed for Lacuna and use them to produce "layered" translations: translations that allow readers to go beyond the surface of a text. This project is under development and will be piloted in a course taught by Professors Amir Eshel and Vered Shemtov in Spring, 2018. 

Thursday, November 2, 2017

In collaboration with Julia Azar Rubin, an MA student at the Graduate School of Education, Poetic Media Lab is developing a platform that harnesses Lacuna's annotation and data visualization tools to allow instructors to give students feedback on their writing more easily. Instead of feedback in the margins of papers that can get lost or misplaced and never looked at again, Lacuna for Writing keeps all of a student's feedback in one place, available at a glance, by allowing instructors to annotate their students' work and then categorize these annotations according to types of feedback.

Monday, September 26, 2016
Four faculty members from Foothill, De Anza, and San Mateo community colleges were selected as 2016-17 EPIC (Education Partnership to Internationalize Curriculum) Fellows working with the Poetic Media Lab. The EPIC program is funded by a U.S. Department of Education Title VI grant to internationalize higher education in the United States.
Thursday, September 15, 2016
Emily Schneider defended her PhD dissertation, "Designing Digital Tools for Digital Reading," in the Graduate School of Education's PhD program in Learning Sciences and Technology Design. Her case studies and data were drawn from college classrooms using Lacuna, a digital annotation tool created by the Poetic Media Lab. Congratulations, Dr. Schneider!
Tuesday, August 2, 2016
By analyzing best practices for student learning using digital annotation, the Poetic Media Lab has refined model assignments, in-class activities, and steps for instructors to manage and curate annotations for more effective lectures and classroom discussions. The Knowledge Base has sample assignments, lesson plans, in-class activities, and more, all organized by topic and theme tags.
Sunday, July 24, 2016
After a year of study design and platform development, the Poetic Media Lab launched its first reader study in July. Hosted on an open-source platform they built at, Reader Study allows researchers to upload texts, create pre- and post-reading questions, and break participants into different cohorts to empirically ask how different readers engage with literary text