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

academic literacy, active learning, Active Online Reading, critical reading, digital reading, E-learning, online reading, pandemic, pedagogy, publication, QAA, Talis, Talis Elevate | Leave a Comment on Paper published: Social annotation to support students’ online reading skills

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

academic literacy, active learning, Active Online Reading, critical reading, digital literacy, digital reading, E-learning, Lincoln, online reading, QAA, reading, student researchers, students, Talis, Talis Elevate | Leave a Comment on When it comes to reading…

When it comes to reading…

This week’s Active Online Reading post from one of our student researchers is from Annabelle Mansell a 3rd year Classical Studies student at the University of Lincoln. In the post, Annabelle outlines her strategies (and technologies) for productive reading. When it comes to reading novels, my approach has always been to settle down in aContinue reading When it comes to reading…

Active Online Reading, Classics, critical reading, digital reading, E-learning, Lincoln, reading, student researchers, Talis Elevate | Leave a Comment on Reflecting on Reading at University: a student perspective

Reflecting on Reading at University: a student perspective

Samantha Sharman is one of the student researchers on our project. She is in the second year of a Classical Studies degree at the University of Lincoln. She’s written this blog post reflecting on her experiences of reading at university. Each of the members of the team (https://makingdigitalhistory.co.uk/read/active-online-reading/project-team/) will be doing the same, so thanksContinue reading Reflecting on Reading at University: a student perspective

active learning, Active Online Reading, assessment, asynchronous, digital reading, QAA, reading, students, Talis Elevate | Leave a Comment on Developing students’ abilities to read primary sources using online tools

Developing students’ abilities to read primary sources using online tools

How can digital reading tools enable students to develop their ability to read sources collaboratively and critically? In the summer, I published a post on the University of Lincoln Digital education blog about my use of Talis Elevate on a third year module to support student engagement with primary source readings online. I’ve been developing theContinue reading Developing students’ abilities to read primary sources using online tools