The next in our series of student researcher reflections on reading is from Rachel Bartley (UCL). Rachel shares her thoughts on how her own reading practices and preferences relate to what she’s learnt from conducting a literature review of reading (online and in print). Reading the literature about reading best-practice, annotation and technology for thisContinue reading What I’ve learnt from reading about reading (so far)
It’s maybe a bit outdated to talk about ‘reading’ subjects at University these days, but there’s no doubt that History is a reading-intensive discipline. Relatively low direct contact hours, the fundamental role of independent, self-directed working, and the expectation (realistic or not) that full-time students treat their studies as the equivalent of a full-time job,Continue reading ‘Reading’ History at University – what does the Subject Benchmark Statement say?
How can digital reading tools enable students to develop their ability to read sources collaboratively and critically? In the summer, I published a post on the University of Lincoln Digital education blog about my use of Talis Elevate on a third year module to support student engagement with primary source readings online. I’ve been developing theContinue reading Developing students’ abilities to read primary sources using online tools
Unfortunately, it’s taken me a while to get the second interview in this series written up. In any case, I’m very please to be able to share my discussions with Dr Katherine Fennelly, an historical archaeologist at the University of Sheffield, about her use of digital mapping technologies when teaching in the School of HistoryContinue reading An interview with Katherine Fennelly – Digital Mapping of the 18th and 19th-century British Landscape