Posted 4:36 p.m. Wednesday, July 29, 2026
A social annotation tool
By Marjorie Bazluki (written with the help of ChatGPT)
Looking for a new way to get students talking about course readings? Or perhaps a way to encourage students to engage with assigned materials before coming to class? Hypothes.is can help.
UWL has a license for Hypothes.is, a social annotation tool that lets students highlight text, ask questions, respond to classmates, and share insights directly within course readings. Instead of reading in isolation, students create a conversation in the margins, making it easier to explore complex ideas, ask for clarification, and learn from one another. The result is more active reading and richer class discussions.
Instructors across a variety of disciplines use Hypothes.is for reading responses, article discussions, collaborative analysis of primary sources, peer review, and even brainstorming before class. Because Hypothes.is integrates with Canvas, it's easy to add to your course. While you might begin with a low-stakes activity, it's worth planning to use Hypothes.is with several readings throughout the semester. Repeated use gives students time to become comfortable with the tool, develop stronger annotation practices, and see how social reading can support their learning across different course topics. When students are asked to learn a new technology, integrating it into multiple activities helps ensure that the time spent learning the tool feels worthwhile rather than a one-time exercise.
There's another reason to think beyond a single activity. Our campus Hypothes.is license is for a set number of number of users who access the platform. Once students use Hypothes.is, they count toward our licensed users, so it makes sense to incorporate the tool into several assignments to maximize its value for both students and the institution. If the tool isn't being used regularly across courses, it becomes difficult to justify renewing the license. Simply put, the more instructors who meaningfully integrate Hypothes.is into their teaching, the better our chances of keeping this resource available for everyone.
If you've been meaning to explore Hypothes.is, this is a great opportunity. Identify several readings or course materials where annotation could support learning and see how students respond. You may discover that students come to class better prepared, ask more thoughtful questions, and engage more meaningfully with the material. At the same time, your use of the platform helps demonstrate its value across campus and supports the continuation of this shared resource.
Help students become more active readers while ensuring that Hypothes.is remains a valuable teaching tool at UWL. If you want support with Hypothes.is, connect with CATL or review the resources and webinars available through Hypothes.is.
