academic literacy, active learning, Active Online Reading, annotation, assessment, Classics, Collaboration, critical reading, digital literacy, digital reading, Dissemination, E-learning, history, Humanities, Late Antiquity, online reading, pedagogy, primary sources, Publications, QAA, reading, social annotation, students, Talis Elevate | Leave a Comment on Recent publication – Reading Online during Lockdown: Insights from History and Heritage

Recent publication – Reading Online during Lockdown: Insights from History and Heritage

Matt East, Leah Warriner-Wood and myself have recently had a chapter published in the edited book Agile Learning Environments amid Disruption, edited by Golam Jamil and Dawn A Morley. In it, we reflect on the approach that was adopted to teaching students to read primary sources through annotation across three iterations of a research-led undergraduateContinue reading Recent publication – Reading Online during Lockdown: Insights from History and Heritage

active learning, Active Online Reading, Collaboration, critical reading, digital reading, E-learning, online learning, online reading, pedagogy, QAA, reading, 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

Active Online Reading, annotation, Collaboration, critical reading, digital reading, E-learning, Keele, online reading, QAA, reading, skills, social annotation, students, Talis, Talis Elevate | Leave a Comment on Confidence is key: Building students’ academic reading literacies through collaborative annotation

Confidence is key: Building students’ academic reading literacies through collaborative annotation

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

academic literacy, active learning, Active Online Reading, critical reading, digital reading, E-learning, Humanities, online learning, online reading, pedagogy, QAA, reading, skills, social annotation, students, Talis | 1 Comment on What we have learned so far from the Active Online Reading surveys

What we have learned so far from the Active Online Reading surveys

In this blog post, Matt East (Talis Education) shares some initial findings from the Active Online Reading project’s international surveys of staff and students. A key strand of the Active Online Reading project has involved surveying staff and students on their experiences of online reading, both in terms of their personal practice and, in theContinue reading What we have learned so far from the Active Online Reading surveys

active learning, Active Online Reading, critical reading, digital literacy, digital reading, E-learning, online learning, online reading, pedagogy, QAA, reading, resources, student researchers, Talis | 2 Comments on The Purpose and Practice of Academic Reading

The Purpose and Practice of Academic Reading

This post is the first in a series of three reviewing the literature on academic reading by Rachel Bartley (UCL, Active Online Reading project student researcher). In reviewing the literature on student reading practices in higher education we begin with a post that examines the basic core of academic reading. In pursuing more effective strategiesContinue reading The Purpose and Practice of Academic Reading