Active Online Reading, Collaboration, digital reading, online reading, QAA, reading, Student research, student researchers, students, Talis | Leave a Comment on The benefits (and challenges) of reading together online: student and staff perspectives

The benefits (and challenges) of reading together online: student and staff perspectives

In this post Anna Wray, a final year History student at the University of Nottingham and one of the student researchers on the Active Online Reading project, shares some of her reflections on what she learnt when analysing survey responses relating to collaborative reading. Anna analysed responses to our survey on staff perceptions of students’Continue reading The benefits (and challenges) of reading together online: student and staff perspectives

Accessibility, Active Online Reading, critical reading, digital reading, online reading, pedagogy, QAA, reading, 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

Accessibility, Active Online Reading, digital reading, online reading, QAA, reading, Student research, student researchers, students, survey | Leave a Comment on The advantages of online reading – academic and student perspectives

The advantages of online reading – academic and student perspectives

In this blog post, Samantha Sharman (2nd year Classical Studies student at the University of Lincoln and one of our student researchers) compares what staff and students thought were the advantages of online reading in our survey. The post forms a sort of pair with one about ‘challenges‘, published yesterday. Over the past few years,Continue reading The advantages of online reading – academic and student perspectives

academic literacy, Active Online Reading, Cambridge, critical reading, digital history, digital reading, history, Newspapers, 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 reading, QAA, reading, 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?