- Jun 2022
By asking students to share their annotations openly, we help students to see a wide range of annotation practices, thus demystifying what has often been a private, individual practice.
Teachers can model their own reading and annotating practices for students, but this can be expanded when using social annotation. This will allow students to show each other a wider variety of potential note taking and annotation strategies which help to reinforce the teacher's own modeling. This can be useful modelling of a practice in public which has historically been done privately.
By featuring notes which might be reused for papers or developing later research, teachers can also feature the portions of the note taking process which can be reused for developing new ideas. How might annotations within a text be linked to each other outside of the particular flow of the paper? Might there have been different orderings for the arguments that may have been clearer?
What ideas in the broader class might the ideas within a particular text be linked to? What ideas outside of the class can be linked to those found within the text?
In less experienced groups, teachers might occasionally call out individual annotations in discussion to ask the group for what purposes a student might have annotated specific portions to highlight the various methods and reasons.
What are the list of particular note types here? - Paraphrasing segments to self-test for understanding - Creation of spaced repetition type notes for memorizing definitions and facts - Conversations with the text/original author and expansion of the ideas - Questioning the original text, do we agree/disagree? - Linking ideas from the text into one's broader knowledge base - Highlighting quotes for later reuse - others??
Link to - double-entry journaling in Bruce Ballenger<br /> - types of questions one might ask within a text, Ballenger again
- digital pedagogy
- note reuse
- double-entry journaling
- note taking
- social annotation