I am a third-generation educator and a scholar of annotation. My research explores how social annotation facilitates collaborative, open, and equitable learning. My interdisciplinary scholarship—which spans literacy studies, the learning sciences, and teacher education—has appeared in Journal of Literacy Research, Distance Education, and Information and Learning Sciences, among other journals. My book "Annotation" (The MIT Press, 2021) is an introduction to annotation as a genre—or a synthesis of reading, thinking, writing, and communication—and its significance in scholarship and everyday life. I am the co-founder, facilitator, and research director of the Marginal Syllabus, a social design experiment that sparks and sustains conversation about educational equity through collaborative technologies and partnerships. My research has been supported by a National Science Foundation Data Consortium Fellowship, a OER Research Fellowship from the Open Education Group, and as Scholar in Residence with the annotation organization Hypothesis. I began my teaching career in New York City Public Schools, and I earned my PhD (Curriculum and Instruction) from the University of Wisconsin-Madison.
Areas of Expertise
- Literacy education
- Learning sciences
- Teacher education
- Design-based research
- Learning technologies
Education, Licensure & Certifications
- Ph.D., University of Wisconsin-Madison
- M.A., University of Michigan-Flint
- B.A., Earlham College
Resumes/CV:
Awards
- ELATE National Technology Leadership Initiative Award, English Language Arts Teacher Educators, National Council of Teachers of English
- Excellence in Research, School of Education and Human Development, University of Colorado Denver
- Excellence in Leadership and Service (campus award winner), University of Colorado Denver
- John Lovas Award, Kairos: A Journal of Rhetoric, Technology, and Pedagogy
- OER Research Fellow, The Open Education Group
- Innovator Award, CU Online, University of Colorado Denver
- Dean’s Doctoral Student Mentoring Award (nominated), University of Colorado Denver
Research
I research how annotation facilitates social, collaborative, and equitable learning.
Publications and Presentations
- Kalir, R., & Garcia, A. (2021). Annotation. Cambridge, MA: The MIT Press.
- Kalir, J. (2020). Social annotation enabling collaboration for open learning. Distance Education, 41(2), 245-260.
- Kalir, J. (2020). “Annotation is first draft thinking:” Educators’ marginal notes as brave writing. English Journal, 110(2), 62-68.
- Kalir, J., Morales, E., Fleerackers, A., & Alperin, J. (2020). “When I saw my peers annotating:” Student perceptions of social annotation for learning in multiple courses. Information and Learning Sciences, 121(3/4), 207-230.
- Kalir, J., Cantrill, C., Dean, J., & Dillon, J.* (2020). Iterating the Marginal Syllabus: Social reading and annotation while social distancing. Journal of Technology and Teacher Education, 28(2), 463-471.
- Kalir, J., & Garcia, A. (2019). Civic writing on digital walls. Journal of Literacy Research, 51(4), 420-443.