Recent papers

Li, S., Huang, X., Lin, L., Fu, C. (2024). Exploring influential factors in peer upvoting within social annotation. British Journal of Educational Technology.
Lin, L., Li, S., Huang, X., & Chen, F. (2024). Longitudinal changes of student engagement in social annotation. Distance Education. 1-19.
Craig, C. & Kay, R. (2024). A Systematic Review of the Perusall Application: Exploring the Benefits and Challenges of Social Annotation Technology in Higher Education. INTED2024 Proceedings, pg. 7566-7574. Presented at 18th International Technology, Education and Development Conference.
Lauricella, S., Craig, C., & Kay, R. (2024). Shifting Reading into a Socially Constructed Activity: A Case Study on the Benefits and Challenges of Using Perusall. Journal of Educational Informatics, 4(2), 32–44.
Beldhuis, H. (2024, Feb 13). Collaborative Reading in a Flipped Classroom Design. Onderwijskennis NRO.
Perusall, Español con la herramienta colaborativa. (2024). "Capitulo 7 Diseño y resultados de una tarea sobre fraseología y creatividad en español con la herramienta coloaborativa Perusall" Elvira manero Richard. 81.
Follette, Katherine. (2024). Experiences with the Digital Collaborative Annotation Tool Perusall. 243rd Meeting of the American Astronomical Society, id. 142.07. Bulletin of the American Astronomical Society, Vol. 56, No. 2 e-id 2024n2i142p07
Huang, X. Wu, H. Liu, X., Lajoie, S. (2024). Examining the Role of Peer Acknowledgements on Social Annotations: Unraveling the Psychological Underpinnings. arXiv:2401.12956 [cs.HC].
Cui, T. & Wang, J. (2023). Empowering active learning: A social annotation tool for improving student engagement. British Journal of Educational Technology, 00.
Clinton-Lisell, V. (2023). Social annotation: what are students’ perceptions and how does social annotation relate to grades? Research in Learning Technology, 2023, 31.
Lemanski, M. & Venneman, S. (2023). Student Satisfaction with the Perusall Social Annotation Platform. Journal of Educators Online, 20(1).
Tavares, N. J. (2023). Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall. RELC Journal, 2023, 54(2).

Other papers

Adams, B., Wilson, N. S., Dussling, T., Stevens, E. Y., Baumann, J., Van Wig, A., Yang, S., Mertens, G., Bean-Folkes, J., & Smetana, L. (2022). Literacy’s Schrödinger’s cat: Capturing reading comprehension with social annotation. Teaching Education.‍
Bakermans, M., Pfeifer, G., San Martín, W. and LeChasseur, K. (2022), "Who writes and who responds? Gender and race-based differences in open annotations", Journal for Multicultural Education, Vol.
Lazzara, J., & Clinton-Lisell, V. (2022). Using social annotation to enhance student engagement in psychology courses. Scholarship of Teaching and Learning in Psychology.
Eisenreich, H. & Disney, A. (2022). A Quick Fix for Increasing Student Engagement: Perusall. College Teaching, 72:1, 39-41.
Porter GW (2022) Collaborative Online Annotation: Pedagogy, Assessment and Platform Comparisons. Front. Educ. 7:852849.
Sigmon, A. J. & Bodek, M. J. (2022). Use of an Online Social Annotation Platform to Enhance a Flipped Organic Chemistry Course. Journal of Chemical Education.
Beck, S. A. (2021). Perusall: An Electronic Silver Lining in a Dark COVID Cloud. Middle Grades and Secondary Education Faculty Presentations. Presentation 285.
Bharath, D. M. N. & Brownson, S. (2021). Perusall (www.perusall.com): Read, connect, discuss! Journal of Public Affairs Education, 27.
Biro, S. (2021). Reading in a Time of Crisis: Using Perusall to Facilitate Close Reading and Active Discussion in the Remote Philosophy Classroom. Teaching Philosophy, 44(3), pp. 241-254.
d’Entremont, A. G. & Eyking, A. (2021). Student and instructor experience using collaborative annotation via Perusall in upper year and graduate courses. 2021: Proceedings of the Canadian Engineering Education Association (CEEA-ACEG) Conference.
Gray, L. (2021). How Can We Get Students to Do the Reading? Perusall May Help. Journal of Innovation, Teaching & Digital Learning Excellence, 1, pp. 23-27
Nel, C. & Marais, E. (2021). Addressing the wicked problem of feedback during the teaching practicum. Perspectives in Education, 39(1), pp. 410-426.
Ortigosa-Blanch, A. & Planells-Artigot, E. (2021). Peruse this! Use of an educational social platform for a Global Entrepreneurship flipped class. Proceedings INNODOCT/20. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València, pp. 111-119.
Adams, B. & Wilson, N. S. (2020). Building Community in Asynchronous Online Higher Education Courses Through Collaborative Annotation. Journal of Educational Technology Systems 49(2).

Cecchinato, G., & Foschi, L. C. (2020). Perusall: University learning-teaching innovation employing social annotation and machine learning. Qwerty: Open and Interdisciplinary Journal of Technology, Culture and Education, 15(2).
Lee, J. (2020). Analysis of Elementary Pre-Service Teacher's Difficulties in Conceptual Understanding and Instructional Planning of Light Refraction. Journal of The Korean Association For Science Education, 41(1).
McFarlin, T. J. (2020). Using Open-Source, Collaborative Online Reading to Teach Property, St. Louis University Law Journal, 64(355).
Woodward, J. & Neunaber, E. (2020). Perusall: Digital Active Annotation Tool in ESL Reading Classes. Instructional Forum, 34(1).
Clarke, A. (2019). Perusall: Social learning platform for reading and annotating (perusall LLC, perusall.com), Journal of Political Science Education.
Suhre, C.J.M., Winnips, J.C., de Boer, V., Valdivia, P., & Beldhuis, H.J.A. (2019). Students’ experiences with the use of a social annotation tool to improve learning in flipped classrooms. 5th International Conference on Higher Education Advances (HEAd’19).
Walker, A. S. (2019). Perusall: Harnessing AI Robo-Tools and Writing Analytics to Improve Student Learning and Increase Instructor Efficiency, The Journal of Writing Analytics Vol. 3.
Miller, K., Lukoff, B., King, G., & Mazur, E. (2018). Use of a Social Annotation Platform for Pre-Class Reading Assignments in a Flipped Introductory Physics Class. Frontiers in Education, 2018(3).
Lee, J. (2018). Collaborative Reading Comprehension of Science Textbook via Students' Knowledge Sharing in an Online Annotation System. Journal of The Korean Association For Science Education, 38(5).
Lee, S.C. & Yeong, F.M. (2018). Fostering student engagement using online, collaborative reading assignments mediated by Perusall. The Asia-Pacific Scholar, 3(3).
Liberatore, M. W. (2017). Annotations and Discussions of Textbooks and Papers Using a Web-based System. Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.
King, G. & Sen, M. (2013). How Social Science Research Can Improve Teaching. PS: Political Science and Politics, 46, 3, pp. 621-629.

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