ALT Screenshot of abstract for article titled Foregrounding the Margins: A Dialogue about Literacy, Learning, and Social Annotation Authors: Lauren Zucker, Northern Highlands Regional High School, Jeremiah H. Kalir, University of Colorado Denver, Michelle L. Sprouse, University of Michigan - Ann Arbor, Jeremy Dean, Hypothesis Abstract: Annotation, or the addition of a note to a text, enables readers-as-writers to make their thinking visible. This article, which is structured as a dialogue among four literacy educators, discusses the potential for social annotation to transform literacy learning, assessment, and teacher education. Collectively, the authors argue for social annotation as a vital and transformative practice in hybrid and post-pandemic education. The authors reflect on their personal and pedagogical uses of annotation, sharing related resources for educators across K-12 and higher education contexts.