Talking with educators in the last year about the importance of, and potential for, online annotation, I refer often to the work of the folks at climatefeedback.org. When I get puzzled looks from teachers or the predictable, "so what?" from school leaders after I show someone how to mark an online text using hypothes.is, or how to see public annotations in the hypothes.is stream, I step back from the logistical demonstrations to describe an emerging example that there is a group of scientists who are concerned about the popular media's presentation of climate change and climate science. They have organized an online annotation effort to effectively fact check the media. In that way, I try to justify my interest and excitement about online annotation. Digital notes in online margins are not just a tool for bookworms, they are a tool for bookworm activists. (Source)
The question is, who is looking at and using this kind of peer review?