What I’ve learnt from reading about reading (so far)

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)

Paper published: Social annotation to support students’ online reading skills

Members of the Active Online Reading project team recently published a short paper on their use of social annotation to develop students’ reading skills. Jamie Wood, Matt East and Hope Williard published the chapter, ‘Social annotation to support students’ online reading skills’ in the volume Designing Courses with Digital Technologies: Insights from Higher Education, edited byContinue reading Paper published: Social annotation to support students’ online reading skills

Putting the Joy Back into Reading

In the summer, I published a short piece with Times Higher Education, entitled ‘Putting the joy back into reading’ in which I outline some of the challenges and opportunities of online reading practices and technologies. It offers something of a background for the Active Online Reading project. You can read the piece here (no paywall).

‘Reading’ History at University – what does the Subject Benchmark Statement say?

It’s maybe a bit outdated to talk about ‘reading’ subjects at University these days, but there’s no doubt that History is a reading-intensive discipline.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?