Each item is included automatically in a hierarchical table of contents and clicking on any entry links to the relevant section. In this way, I can call attention to certain passages, juxtapose alternative interpretations of the same document, or place supplementary materials in the context of the assigned readings. It also allows me to collect fragments of text from widely spaced locations in the readings so that our class discussion can focus quickly on whether the holdings and reasoning of various cases are consistent or not. During class I annotate and supplement my notes with ideas developed during class discussions. As I progress through my outline for the day, I display additional levels of detail along with in-class annotations.
Students take notes by adding their own annotations to the shadow file.
After class, it occurs to me that a problem we were discussing closely resembles one that arises in another area of law. I post a notice on our class Web page that includes links to relevant case law and law review commentary. In an online forum accessible from the same Web page, students continue an in-class debate about the proper interpretation of a handbook provision. The Web site also provides access for students to an infobase on current developments in employment and labor law. I maintain the infobase by clipping summaries of recent cases from online services and by writing brief synopses of recently published scholarship in the area.