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, assessment, critical reading, digital literacy, digital reading, good practice, history, instrumentalism, learning design, online learning, online reading, pedagogy, QAA, reading, research, student researchers, students, Talis | 2 Comments on What I’ve learnt from reading about reading (so far)

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)

academic literacy, active learning, Active Online Reading, critical reading, digital reading, E-learning, online learning, online reading, pandemic, pedagogy, publication, QAA, research, 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 learning, 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 learning, Active Online Reading, critical reading, digital reading, E-learning, online learning, QAA, reading, research, Talis | Leave a Comment on An update on the Active Online Reading Project

An update on the Active Online Reading Project

​​Students’ reading practices have transformed over the past 20 years, with the increasing digitisation of resources, the emergence and then ubiquity of virtual learning environments, and the widespread use of mobile devices. The pandemic has accelerated such developments, with the rapid roll-out of online and blended learning. Yet we know strikingly little about how studentsContinue reading An update on the Active Online Reading Project