active learning, Active Online Reading, annotation, asynchronous, critical reading, digital literacy, digital reading, Dissemination, history, large classes, Lincoln, lockdown, online reading, pandemic, pedagogy, publication, QAA, reading, skills, sources, Talis, Talis Elevate, UCL | Leave a Comment on New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

Getting students actively engaging with reading in large classes can be challenging and was doubly so during pandemic lockdowns. This new publication from the Active Online Reading project outlines some of the ways that colleagues teaching large first year courses at UCL and the University of Lincoln sought to address these challenges. Abstract: In largeContinue reading New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

Accessibility, Active Online Reading, critical reading, digital reading, online learning, online reading, pedagogy, QAA, reading, research, Student research, student researchers, students | Leave a Comment on Academic Reading and Accessibility: Practices and pedagogies

Academic Reading and Accessibility: Practices and pedagogies

In this blog post, Annabelle Mansell, one of our student researchers (and a third-year Classical Studies student at the University of Lincoln), shares what she learnt from analysing survey responses that addressed questions of accessibility. As we saw in the last blog post, students – and, to a lesser extent, staff – see accessibility asContinue reading Academic Reading and Accessibility: Practices and pedagogies

academic literacy, Active Online Reading, Cambridge, critical reading, digital history, digital reading, history, Newspapers, online learning, online reading, primary sources, QAA, reading, students | Leave a Comment on Teaching Active Online Reading at Cambridge University’s History Faculty Library

Teaching Active Online Reading at Cambridge University’s History Faculty Library

In this post, Paul Cooke, History Faculty Librarian at the University of Cambridge, offers some really interesting insights into how he teaches students to engage productively with digital texts in History. Paul can be contacted on Pkc24[at]cam.ac.uk. Find out more about the History Faculty Library here: https://www.hist.cam.ac.uk/seeley-library Researchers and students at the University of Cambridge areContinue reading Teaching Active Online Reading at Cambridge University’s History Faculty Library

academic literacy, Active Online Reading, critical reading, digital reading, online learning, online reading, QAA, reading, research, Student research, student researchers, students, survey | Leave a Comment on The challenges of online reading – what do academics and students say?

The challenges of online reading – what do academics and students say?

As part of his role as a student researcher on the Active Online Reading project, Stefan Szablewski, a third year studying History at the University of Nottingham examined responses to our survey from staff and students that explored the challenges of reading. Here’s his summary of what he discovered. Reading online at university is somethingContinue reading The challenges of online reading – what do academics and students say?

active learning, Active Online Reading, Collaboration, critical reading, digital reading, E-learning, online learning, online reading, pedagogy, QAA, reading, research, social annotation, student researchers, students, Talis | Leave a Comment on Social Annotation and Student Learning

Social Annotation and Student Learning

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