Graduate students must learn to read as professionals who move their reading work into spoken and written discourse. This study borrows Deborah Brandt and Katie Clinton's description of transcontextualizing moves to examine how graduate students use social annotation to develop as readers. Specifically, the study examines graduate reading practices through think‐aloud protocols and archived annotations of three readers enrolled in a doctoral literacy seminar. Findings suggest that graduate readers may benefit from opportunities to reflect on how the technologies of annotation contribute to the transcontextualization of their reading across time and space.

Annotation, or the addition of a note to a text, is a practice that exemplifies the social qualities of writing
(Cohn, 2019; Jackson, 2001). Whether written by hand as book marginalia or composed online using
digital technology, annotation is a millennia-old, cultural, and interdisciplinary practice that augments
the “social life” of documents (Brown & Duguid, 1996). Students, educators, and scholars alike all
mark-up their texts as both an academic and interest driven practice; in doing so, generative associations
arise among text, people, ideas, and resources that can enliven inquiry and learning (Kalir & Garcia, 2021; Licastro, 2019; Reid, 2014).

Scholars have described numerous accumulated purposes for reading in
composition courses, but students’ reading practices remain largely invisible
to instructors. Recent developments in social annotation tools allow readers
to share the margins of digital texts, transforming reading from a private to
a public activity. These tools make visible the reading of students, several or
a whole -class at a time, and at multiple points in the term so that instructors
can learn from and provide feedback on students’ reading practices. Results
of a study of social annotation in first-year composition indicate that students, rather than approaching texts with a single purpose, shift among and
layer reading lenses to focus on reading for ideas, rhetorical reading, critical
reading, and aesthetic reading. The purposes for and ways of reading made
visible in this study inform the design of reading instruction in the composition course to develop students’ reading strategies to improve their writing
development.

This article extends scholarship considering the ways in which Orlando challenges a fixed relationship between sex and gender, exploring how these identities intersect with race. In reading Orlando and Flight together, I argue the interwoven sex and race open space for unfixed identities within the novels’ social and historical contexts.

This paper applies Slomp, Corrigan, and Sugimoto’s (2014) consequential validity framework to the third-grade Michigan Student Test of Educational Progress (M-STEP) in English language arts (ELA). Slomp et al.’s (2014) consequential validity framework provides for a holistic examination of the validity of the assessment and its consequences. Using this framework, this paper considers the construct of reading developed in the adopted standards, assessment design, sample assessment items, disaggregated performance data, and the assessment consequences. The number and magnitude of validity concerns raised in all aspects of the framework call into question the consequential validity of the assessment.