Author: Jamie WoodIn this post, Hannah Morley and Linh Dao, two of our student researchers from the School of Design at Sheffield Hallam University, share the results of a series of workshops that they ran with their peers this academic year. Goals Our involvement in the Active Online Reading project prompted us to try to understand theContinue reading Reading online in Design – findings from a student-led workshop
In this post, the final in a series of three that survey literature on online reading, Rachel Bartley (UCL) offers an overview of pedagogic research into the use of social annotation in higher education. You can read the first and second parts of the literature review here and here. In negotiating the advantages and challengesContinue reading Social Annotation and Student Learning
In the next in the series of Active Online Reading posts from our student researchers, Lee Bowditch, second year undergraduate studying for a BSc in Business & Management Undergrad at Salford Business School, shares his thoughts on his own experiences of online reading at university. When I was asked to be a part of theContinue reading Accessibility and online reading: a student perspective
In this post, the second in a series of three that survey literature on online reading, Rachel Bartley (UCL) addresses the issue of print vs. digital reading. You can read the first part of the literature review here. Digital devices’ place at the centre of academic research and students’ academic engagement is now largely accepted,Continue reading Comparing Digital and Print Academic Reading
In this guest post, Aimee Merrydew, a Curriculum Developer at Keele University, shares her experiences and reflections on teaching using a collaborative annotation approach in the School of English there. We hope that you enjoy the post! I spend a lot of my time helping students to understand the differences between reading texts for funContinue reading Confidence is key: Building students’ academic reading literacies through collaborative annotation