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

active learning, Active Online Reading, asynchronous, Blackboard, critical reading, digital history, digital reading, EMC, history, History UK, online learning, online reading, pedagogy, Post-Pandemic Pedagogy, QAA, reading, research, social annotation, students, survey, Talis, Talis Elevate | Leave a Comment on Post-pandemic reading

Post-pandemic reading

The Post-Pandemic Pedagogy project, which I’ve been working on with Marcus Collins (Loughborough), Aimee Merrydew (Keele) and others for the past year (funded by the EMC, History UK and the RHS), involved a survey of History staff and students at UK universities. We asked them about their experiences and perceptions of teaching and learning duringContinue reading Post-pandemic reading

Active Online Reading, critical reading, digital reading, history, online learning, online reading, QAA, reading, student researchers, Talis, Talis Elevate | 1 Comment on The benefits and challenges of reading online – a student perspective

The benefits and challenges of reading online – a student perspective

In this blog post, Anna Wray, one of our student researchers from the University of Nottingham outlines her experiences and practices of digital reading. She tells us how books helped her to improve her posture while reading digitally and has some useful tips (and tools) about focusing when studying online. History, put quite simply, requiresContinue reading The benefits and challenges of reading online – a student perspective

Active Online Reading, critical reading, digital reading, E-learning, history, newsletter, online learning, online reading, QAA, reading, RHS, Royal Historical Society, sources, Talis, Talis Elevate | Leave a Comment on In the news(letter) – Reading History Online

In the news(letter) – Reading History Online

I just wrote a short article on online reading in History for the Royal Historical Society Newsletter (November 2021). In it, I outline my approach to getting students reading sources online and discuss how the pandemic has encouraged historians to further develop their (already considerable) skills in teaching students to read productively. Here’s the firstContinue reading In the news(letter) – Reading History Online

Active Online Reading, critical reading, digital reading, online reading, QAA, reading, social annotation, student researchers, students, Talis, Talis Elevate | Leave a Comment on Analysing student reading practices through observation of social annotation

Analysing student reading practices through observation of social annotation

In this post, Catherine Bostock, one of our student researchers from the University of Lincoln, shares plans for her research project, which will involve testing the applicability of the findings of a recent article to a set of (anonymised) data on student annotation practices using the Talis Elevate tool. For my element of the researchContinue reading Analysing student reading practices through observation of social annotation