Google Scholar | ORCID

Journal Articles

Swauger, S., & Kalir, J. (2023). Learning analytics and the abolitionist imagination. Journal of Learning Analytics, 10(1), 101-112. (open access)

McBride, C., Smith, A., & Kalir, J. (2023). Tinkering toward teacher learning: A case for critical playful literacies in teacher education. English Teaching: Practice and Critique, 22(2), 221-233. (author copy)

Bali, M., Boyd, A., & Kalir, J. (2022). Collaborative reading and writing. Research in the Teaching of English, 57(2), 199-215. (open access)

McBride, C., Kalir, R., & Cantrill, C. (2022). Teaching and learning beyond the margins: Designing toward justice-oriented media literacy. English Leadership Quarterly, 45(1), 15-19. (author copy)

Morales, E., Kalir, J., Fleerackers, A., & Alperin, J. (2022). Using social annotation to construct knowledge with others: A case study across undergraduate courses. F1000Research, 11:235. (open access)

Novak, K., & Kalir, J. (2021). Justice-oriented lurking: How educators lurk and learn in the Marginal Syllabus. Journal of Applied Instructional Design, 10(3). (open access)

Zucker, L., Kalir, J., Sprouse, M, & Dean, J. (2021). Foregrounding the margins: A dialogue about literacy, learning, and social annotation. Teaching/Writing: The Journal of Writing Teacher Education, 10(1). (open access)

Kalir, J. (2020). Social annotation enabling collaboration for open learning. Distance Education, 41(2), 245-260. (preprint)

Kalir, J. (2020). “Annotation is first draft thinking:” Educators’ marginal notes as brave writing. English Journal, 110(2), 62-68. (preprint)

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. (preprint)

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. (open access)

Kalir, J., & Garcia, A. (2019). Civic writing on digital walls. Journal of Literacy Research, 51(4), 420-443. (preprint)

Kalir, J. (2019). Open web annotation as collaborative learning. First Monday, 24(6). (open access)

Taylor, K., Silvis, D., Kalir, J., Cramer, C., & Negron, A. (2019). Supporting public-facing education for youth: Spreading (not scaling) ways to learn data science with mobile and geospatial technologies. Contemporary Issues in Technology and Teacher Education, 19(3). (open access)

Kalir, J. (2018). Equity-oriented design in open education. International Journal of Information and Learning Technology, 35(5), 357-367. (preprint)

Kalir, J. & Dean, J. (2018). Web annotation as conversation and interruption. Journal of Media Practice, 19(1), 18-29. (open access)

Kalir, J. (2018). Bit, block, sketch: Bricolage and educator learning. Hybrid Pedagogy. (open access)

Hollett, T., & Kalir. J. (2017). Mapping playgrids for learning across space, time, and scale. TechTrends, 61(3), 236-245. (preprint)

Kalir, J. (2016). Preservice teacher mobile investigation and interpretation of everyday mathematics across settings. Journal of Technology and Teacher Education, 24(4), 415-442.

Holden, J. (2016). Mobile inquiry-as-play in mathematics teacher education. On the Horizon, 24(1), 71-81.

Holden, J., Poggione, P., & Kupperman, J. (2016). Playing (with) POST Cards. On the Horizon, 24(3), 257-267.

Holden, J., Kupperman, J., Dorfman, A., Saunders, T., Pratt, A., & MacKay, P. (2014). Gameful learning as a way of being. International Journal of Learning Technology, 9(2), 181-201.

Holden, J. (2013). Playful possibilities for assessment: Fluffy ducks and the queen’s gambit. The Scholarship of Teaching, 6(1), 4-8.

Hora, M., & Holden, J. (2013). Exploring the role of instructional technology in course planning and classroom teaching: Implications for pedagogical reform. Journal of Computing in Higher Education, 25(2), 68-92.

Book Chapters

Hodgson, J., Kalir, J., & Andrews, C. (2023). Social annotation: Promising technologies and practices in writing. In O. Kruse, C. Rapp, C. Anson, K. Benetos, E. Cotos, A Devitt., & A. Shibani (Eds.), Digital Writing Technologies in Higher Education: Theory, Research, and Practice (pp. 141-155)Cham, Switzerland: Springer Nature. (open access)

Isaac, R. Tran, D., Soto Valenzuela, T., Sanchez Velasco, K., wong, m., & Kalir, J. (2023). Education as a fundamental right: A speculative narrative about educational dignity. In A. Garcia & N. Mirra (Eds.), Speculative Pedagogies: Designing Equitable Educational Futures (pp. 169-182). New York, NY: Teachers College Press. (author copy)

Kalir, J. (2022). Designing a social learning analytics tool for open annotation and collaborative learning. In P. Prinsloo, S. Slade, & M. Khalil (Eds.), Learning analytics in open and distributed learning: Potentials and challenges (pp. 77-89). Springer Singapore. (preprint)

Rouleau, K., & Kalir, J. (2020). Opening educators’ social learning ecologies: Conceptualizing professional learning across public and private boundaries. In D. Conrad & P. Prinsloo (Eds.), Open(ing) education: Theory and practice (pp. 169-197). Boston, MA: Brill USA. (author copy)

Kalir, J., & Dillon, J. (2019). Educators discussing ethics, equity, and literacy through collaborative annotation. In K. H. Turner (Ed.), The ethics of digital literacy: Developing knowledge and skills across grade levels (pp. 131-141). Lanham, MD: Rowman & Littlefield. (preprint)

Kalir, J., & Perez, F. (2019). The Marginal Syllabus: Educator learning and web annotation across sociopolitical texts and contexts. In A. Reid (Ed.), Marginalia in modern learning contexts (pp. 17-58). Hershey, PA: IGI Global. (preprint)

Silvis, D., Kalir, J., & Taylor, K. (2019). Learning and researching across places in Mobile City Science. In A. Zhang & D. Cristol (Eds.), Handbook of mobile teaching and learning (2nd Ed.; pp. 289-311). Springer Singapore. (author copy)

Kalir, J., Fahy, M., Kupperman, J., Schiff, F., & Stanzler, J. (2017). Playful partnerships for game-based learning in international contexts.  In I. Lubin (Ed.), ICT-supported innovations in small countries and developing regions: Perspectives and recommendations for international education (pp. 141-168). New York, NY: Springer.

Kalir, J.  (2016). Good game: On the limitations of puzzles and possibilities for gameful learning. In C. Williams-Pierce (Ed.), Teacher pioneers: Visions from the edge of the map (pp. 319-331). Pittsburgh, PA: ETC Press.

Saunders, T., & Kalir, J. (2016). From improvisational puzzle to interest-driven inquiry.  In C. Williams-Pierce (Ed.), Teacher pioneers: Visions from the edge of the map (pp. 228-254). Pittsburgh, PA: ETC Press.

Mathews, J., & Holden, J. (2012). Place-based design education: A pedagogy for classroom and community-based civic participation. In S. Dikkers, J. Martin, & B. Coulter (Eds.), Mobile media learning: Amazing uses of mobile devices for teaching and learning (pp. 131-148). Pittsburgh, PA: ETC Press.

Siebenthal Adams, S., & Holden, J. (2011). Games, ethics, and engagement: Potential consequences of game design and gameplay. In K. Schrier & D. Gibson (Eds.), Designing games for ethics: Models, techniques and frameworks (pp. 291-311). Hershey, PA: IGI Global.

Reports, Essays, Op-Eds and Blog Posts (selected)

Kalir, J. (2022). The value of social annotation for teaching and learning: Promoting comprehension, collaboration and critical thinking with Hypothesis. San Francisco, CA: Hypothesis.

Kalir, R. (2022). This school librarian fought LGBTQ+ book censorshipWe Need Diverse Books.

Cohn, J. & Kalir, R. (2022). Why we need a socially responsible approach to ‘social reading.’ The Hechinger Report.

Garcia, A., & Kalir, R. (2022). Selfcare Withwall: Annotating fake publics for fun and profitDirt.

Kalir, R., & Garcia, A. (2021). #SharpieActivism: Annotating books as a movement for changeWe Need Diverse Books.

Kalir, R. (2021). 1,000 students and 20,000 annotations: First data in large-scale social annotation researchHypothesis.

Kalir, R. (2021). Summer Sandbox explores Speculative AnnotationNational Council of Teachers of English.

Kalir, R., & Garcia, A. (2021). Curating a public conversation about annotationCommonplace.

Kalir, R., & Garcia, A. (2021). Joining the ‘great conversation’—The fundamental role of annotation in academic societyLSE Impact Blog.

Kalir, R., & Garcia, A. (2021). Meaning in the margins: On the literary value of annotationLiterary Hub.

Kalir, J., & Filipiak, D. (2021). Proceedings of the 2020 Connected Learning Summit releasedConnected Learning Alliance.

Kalir, J. (2020). Remarking on annotation: An annotated reading list about and with annotationCommonplace.

Kalir, J. (2020). Indiana University launches large-scale research project on social annotationHypothesis.

Kalir, J. (2020). Social annotation research with HypothesisHypothesis.

Kalir, J. (2019). Proceedings of the 2018 Connected Learning Summit ReleasedConnected Learning Alliance.

Fleerackers, A., Alperin, J., Morales, E., & Kalir, J. (2019). Comment, reply, repeat: Engaging students with social annotationScholCommLab.

Kalir, J. (2018). The Marginal Syllabus: Supporting educators’ connected learningConnected Learning Alliance.

Kalir, J. (2018). The Marginal Syllabus and open pedagogyOpen Pedagogy Notebook.

Conference Proceedings (selected)

Wiebe, J., Slotta, J., Smørdal, O., Amundrud, A., Rasmussen, I., Zhang, J., Chen, M-H., Hod, Y., Kashi, S., Rahmian, L., Kalir, J., Zhu, X., Chen, B., Shui, H., & Joshi, I. (2022). A cross-cutting introduction to technologies for learning communities. General Proceedings 2nd Annual Meeting of the International Society of the Learning Sciences (pp. 80-83). Hiroshima, Japan: International Society of the Learning Sciences.

Kalir, J. (2021). Social annotation, critical literacy, and justice-directed educator learning. In E. Langran & L. Archambault (Eds.), Proceedings of the 2021 Society for Information Technology & Teacher Education International Conference (pp. 1069-1075). Waynesville, NC: AACE. (preprint)

Amundrud, A., Smørdal, O., Zhang, J., Chen, M-H., Kalir, J., Chen., B., Chang, Y-H., Groos, D., Wiebe, J., Slotta, J., & Hod, Y. (2021). Advancing technology environments for learning communities. In C. Hmelo-Silver, B. Wever, & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning (pp. 239-245). Bochum, Germany: International Society of the Learning Sciences.

Kalir, J.H., & Filipiak, D. (Eds.). (2020). Proceedings of the 2020 Connected Learning Summit (Vol. 1). Pittsburgh, PA: ETC Press.

Kalir, J.H., & Filipiak, D. (Eds.). (2020). Proceedings of the 2019 Connected Learning Summit (Vol. 1). Pittsburgh, PA: ETC Press.

Kalir, J., Cantrill, C., Zamora, M., Baker-Doyle, K., Campbell, G., & Angell, N. (2020). Notes as nodes in connected learning. In J. H. Kalir & D. Filipiak (Eds.), Proceedings of the 2019 Connected Learning Summit (Vol. 1; pp. 248). Pittsburgh, PA: ETC Press.

Kalir, J. H. (Ed). (2019). Proceedings of the 2018 Connected Learning Summit (Vol. 1). Pittsburgh, PA: ETC Press.

Perez, F., & Kalir, J. H. (2019). Open web annotation as connected conversation in CSCL. In J. H. Kalir (Ed.), Proceedings of the 2018 Connected Learning Summit (Vol. 1; pp. 185-195). Pittsburgh, PA: ETC Press. (open-access)

Kalir, J., Cantrill, C., Perez, F., Dean, J., & Dillon, J. (2019). Educator connected learning via collaborative web annotation. In J. H. Kalir (Ed.), Proceedings of the 2018 Connected Learning Summit (Vol. 1; pp. 349). Pittsburgh, PA: ETC Press.

Johnson, H. L., Kalir, J., Olson, G., Gardner, A., Smith, A., & Wang, X. (2018). Networking theories to design a fully online assessment of students’ covariational reasoning. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1343-1346). Greenville, SC: University of South Carolina & Clemson University.

Johnson, H. L., McClintock, E., Kalir, J., & Olson, G. (2018). Networking theories to design dynamic covariation techtivities for college algebra students. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21st Meeting of the MAA Special Interest Group on Research in Undergraduate Mathematics Education (pp. 1224-1233). San Diego, CA: RUME.

Please note that I publish using both Jeremiah and Remi, and that I changed my surname to Kalir from Holden in the fall of 2016.