From my books to blog posts, I explore creative and critical education in relation to my interests in literacy, professional learning, and technology–including generative AI.
Generative AI in Teaching and Learning
A selection of my recent publications and podcast appearances:
Kalir, R. (2026, Feb 19). AI, History, & Opening Possibilities. Unofficial Office Hours (podcast co-host).
Kalir, R. (2025, Dec 10). Dignity, AI, & the Power of Annotation–with Dr. Remi Kalir. Unofficial Office Hours (podcast guest).
Kalir, R., & Chernik, A. (2025, Aug 19). Duke students report frequent AI use, call for instructor guidance in new research by CARADITE. Duke Learning Innovation and Lifetime Education.
Rozear, H., & Kalir, R. (2025, Aug 14). Announcing Duke’s AI Ethics Learning Toolkit. Duke University Libraries/Duke Learning Innovation and Lifetime Education.
CARADITE. (2025). “Let’s Not Know Together” A CARADITE Portrait of Practice About Generative AI in Writing 201. Duke Learning Innovation and Lifetime Education.
Sinha, S., Brothers, B., Ren, E., Dal Bon, A., & Kalir, R. (2024). Recommendations By & For Students. AI at Duke/Duke Learning Innovation and Lifetime Education.
A selection of short riffs about AI in education shared on LinkedIn:
- On AI and “collaboration” (Feb 25, 2026)
- On AI slop and The Atlantic article “A Tool That Crushes Creativity” (Oct 22, 2025)
- On the launch of Duke’s AI Ethics Learning Toolkit (Aug 19, 2025)
- On the NYTimes‘ article “Professors Are Using ChatGPT, and Some Students Aren’t Happy About It” (May 14, 2025)
Remi’s Annotation Scholarship
For over a decade, my academic scholarship—drawing influence from literacy education, the learning sciences, and professional development—primarily examined how annotation facilitates social, collaborative, and justice-directed learning.
This research has appeared in leading publications, including Journal of Literacy Research, Information and Learning Sciences, Research in the Teaching of English, Journal of Learning Analytics, Distance Education, and English Journal, among other journals.
I have studied annotation as a critical literacy practice relevant to digital platforms and activism, learning analytics and collaborative technologies, and educators’ equity-oriented professional learning.
Select Journal Articles and Book Chapters
McBride, C., Kalir, J., & Cantrill, C. (in press). Justice-oriented media literacy in professional learning. In A. Cortez & J. R. Lizárraga (Eds.), Language, Literacy, Youth, and Culture: Bloomsbury Encyclopedia of Social Justice in Education. Bloomsbury.
Kalir, R. (in press). Annotation in public spaces as a form of writing back to power. In H. Janks, B. Comber, & V. Vasquez (Eds.), Research Agenda for Critical Literacy. Edward Elgar Publishing.
Kalir, J. (2025). As we may mark. In T. P. Nichols & A. Garcia (Eds.), Literacies in the Platform Society: Histories, Pedagogies, Possibilities (197-211). Routledge.
Swauger, S., & Kalir, J. (2023). Learning analytics and the abolitionist imagination. Journal of Learning Analytics, 10(1), 101-112. (open access)
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)
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)
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)
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)
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)
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., 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.
Select Reports, Essays, Op-Eds and Blog Posts
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 censorship. We Need Diverse Books.
Cohn, J. & Kalir, R. (2022). Why we need a socially responsible approach to ‘social reading.’ The Hechinger Report.
Kalir, R., & Garcia, A. (2021). #SharpieActivism: Annotating books as a movement for change. We Need Diverse Books.
Kalir, R. (2021). 1,000 students and 20,000 annotations: First data in large-scale social annotation research. Hypothesis.
Kalir, R. (2021). Summer Sandbox explores Speculative Annotation. National Council of Teachers of English.
Kalir, R., & Garcia, A. (2021). Curating a public conversation about annotation. Commonplace.
Kalir, R., & Garcia, A. (2021). Joining the ‘great conversation’—The fundamental role of annotation in academic society. LSE Impact Blog.
Kalir, R., & Garcia, A. (2021). Meaning in the margins: On the literary value of annotation. Literary Hub.
Kalir, J., & Filipiak, D. (2021). Proceedings of the 2020 Connected Learning Summit released. Connected Learning Alliance.
Kalir, J. (2020). Remarking on annotation: An annotated reading list about and with annotation. Commonplace.
Kalir, J. (2020). Indiana University launches large-scale research project on social annotation. Hypothesis.
Kalir, J. (2020). Social annotation research with Hypothesis. Hypothesis.
Kalir, J. (2019). Proceedings of the 2018 Connected Learning Summit Released. Connected Learning Alliance.
Kalir, J. (2018). The Marginal Syllabus: Supporting educators’ connected learning. Connected Learning Alliance.
Kalir, J. (2018). The Marginal Syllabus and open pedagogy. Open Pedagogy Notebook.
