Web Annotation in English Language Arts: Online Dialogue as a Platform to Support Student Comprehension of Texts

This study explores how web annotation—through a process of online reading, writing in the margins, and replying to others’ comments—influences student dialogue in ways that research suggests are associated with improved comprehension. Viewing data through a dialogic lens, and using a qualitative, multiple case study design to observe two high school English Language Arts teachers and their students, this inquiry was guided by the following research questions: (a) How do English Language Arts teachers use web annotation to support student comprehension of texts? (b) To what extent, if any, does web annotation appear to support student comprehension of texts? and (c) How do English Language Arts teachers and students perceive the usefulness of web annotation in supporting student comprehension of texts? Both teachers in this study implemented web annotation practices with hopes of getting their students to engage in meaningful dialogue about texts, and that goal was evident in how they structured web annotation activities so students could drive the discussion and how they both tried to build upon students’ online discussions during subsequent face-to-face (F2F) class discussions. Despite such dialogic intentions, analysis of web annotations based on indices associated with high-level thinking and textual understanding revealed that, generally speaking, web annotation discussions did not exhibit rich dialogue. Additionally, there was a widespread lack of textual connections—annotations that connected a text to other texts, to the reader’s emotions or personal experiences, or to experiences the students shared as a class—evident in students’ annotations. However, discussions in which the teacher gave specific requirements for the number of annotations and replies and provided specific writing prompts tended to result in a higher prevalence of the indicators related to increased textual understanding. Although web annotation did not generally result in a substantial increase in these measures, findings revealed that students found great value in seeing and being able to interact with their peers’ thoughts about texts and that teachers saw enough benefits for student learning that they planned to continue its use going forward. Recommendations invite teachers to explore ways to establish a dialogic culture in their classroom and to make intentional decisions for inclusion of web annotation—or any other digital tool—based on sound pedagogy and on the learning goals they set with their students; approaching technology implementation in this way places teachers and pedagogy at the center of the process, helping them to leverage the affordances digital technologies provide. Recommendations for future research include focused examinations of (a) the thinking and composing processes students undergo as they annotate on the web; (b) the impact web annotations have on specific learning outcomes, potentially using comprehensive reading comprehension assessments; and (c) methods for web annotation use in elementary, higher education, or adult learning settings

The evolutionary dynamics of variant antigen genes in Babesia reveal a history of genomic innovation underlying host-parasite interaction

Babesia spp. are tick-borne, intraerythrocytic hemoparasites that use antigenic variation to resist host immunity, through sequential modification of the parasite-derived variant erythrocyte surface antigen (VESA) expressed on the infected red blood cell surface. We identified the genomic processes driving antigenic diversity in genes encoding VESA (ves1) through comparative analysis within and between three Babesia species, (B. bigemina, B. divergens and B. bovis). Ves1 structure diverges rapidly after speciation, notably through the evolution of shortened forms (ves2) from 5′ ends of canonical ves1 genes. Phylogenetic analyses show that ves1 genes are transposed between loci routinely, whereas ves2 genes are not. Similarly, analysis of sequence mosaicism shows that recombination drives variation in ves1 sequences, but less so for ves2, indicating the adoption of different mechanisms for variation of the two families. Proteomic analysis of the B. bigemina PR isolate shows that two dominant VESA1 proteins are expressed in the population, whereas numerous VESA2 proteins are co-expressed, consistent with differential transcriptional regulation of each family. Hence, VESA2 proteins are abundant and previously unrecognized elements of Babesia biology, with evolutionary dynamics consistently different to those of VESA1, suggesting that their functions are distinct

Ancestral diversity improves discovery and fine-mapping of genetic loci for anthropometric traits - the Hispanic/Latino Anthropometry Consortium

Hispanic/Latinos have been underrepresented in genome-wide association studies (GWAS) for anthropometric traits despite their notable anthropometric variability, ancestry proportions, and high burden of growth stunting and overweight/obesity. To address this knowledge gap, we analyzed densely-imputed genetic data in a sample of Hispanic/Latino adults to identify and fine-map genetic variants associated with body mass index (BMI), height, and BMI-adjusted waist-to-hip ratio (WHRadjBMI). We conducted a GWAS of 18 studies/consortia as part of the Hispanic/Latino Anthropometry (HISLA) Consortium (Stage 1, n=59,771) and generalized our findings in 9 additional studies (HISLA Stage 2, n=10,538). We conducted a trans-ancestral GWAS with summary statistics from HISLA Stage 1 and existing consortia of European and African ancestries. In our HISLA Stage 1+2 analyses, we discovered one BMI locus, as well as two BMI signals and another height signal each within established anthropometric loci. In our trans-ancestral meta-analysis, we discovered three BMI loci, one height locus, and one WHRadjBMI locus. We also identified three secondary signals for BMI, 28 for height, and two for WHRadjBMI in established loci. We show that 336 known BMI, 1,177 known height, and 143 known WHRadjBMI (combined) SNPs demonstrated suggestive transferability (nominal significance and effect estimate directional consistency) in Hispanic/Latino adults. Of these, 36 BMI, 124 height, and 11 WHRadjBMI SNPs were significant after trait-specific Bonferroni correction. Trans-ancestral meta-analysis of the three ancestries showed a small-to-moderate impact of uncorrected population stratification on the resulting effect size estimates. Our findings demonstrate that future studies may also benefit from leveraging diverse ancestries and differences in linkage disequilibrium patterns to discover novel loci and additional signals with less residual population stratification