Emily Southerton is a PhD student in the Learning Sciences and Technology Design program at Stanford’s Graduate School of Education. With a background teaching writing in public schools, she now studies the effects of digital technologies in K-12 classrooms, specifically those that amplify on-the-ground and historically underrepresented student voices.
Lacuna Team explores "Critical Reading" in Annotations
Over the past three years, Lacuna has helped students and instructors read, think, and write collaboratively. In humanities classrooms in particular, instructor goals often include expanding students' ability to be "critical readers." In a new project headed by Emily Schneider and Iris Howley in Stanford's Lytics Lab, student annotations are being analyzed using natural langauge processing to see if patterns emerge to distinguish different annotations as taking part in characteristics of critical reading. Of course, the first question is definining critical reading itself!
The project is ongoing, with insights and efforts contributed by Sarah Levine, Mike Widner, Brian Johnsrud, Daniel Bush, Shai Goldfarb, and others. For inquiries, email Emily Schneider at elfs13 at stanford dot edu.