Using E-Book annotations to develop deep reading

Mat, Azman Che

doi:10.14434/jotlt.v3n2.12872

Cited by 10 publications

(5 citation statements)

References 4 publications

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“…A review of our results offers support for many but not all of our current hypotheses, and provides support for our earlier preliminary conclusions (Jensen & Scharff, 2014) that critical reading is challenging to develop, that a course design that pervasively incorporates development of annotation skills using an e-text is effective, and that practice using an e-text and its annotation features can lead to significant positive shifts in attitudes about e-texts.…”

Section: Discussionsupporting

confidence: 73%

“…However, we also believe that in order for students to make progress in the development of their critical reading skills in an electronic environment, they must do it themselves. Based on our earlier work (Jensen & Scharff, 2014), we also believe that they must be intentionally taught how to do this. In other words, we believe that instructors must teach students how to make use of electronic tools for critical reading in order for students make learning gains.…”

mentioning

confidence: 99%

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Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Jensen

Scharff

2019

JoSoTL

Self Cite

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This project investigated the impact of incorporating e-reader texts and annotation tools in an upper level philosophy course. This project adds to the body of literature that assesses gains/losses in conventional measures of performance (e.g., scores on graded assignments) and changes in student attitudes as reported in questionnaires. However, this project was unique in that it focused on training students to use e-reader tools for critical reading practices and it included assessment of student annotations and their relationship with the performance measures. We tested the hypothesis that, with intentional training and a course-design that provided multiple opportunities for practice and feedback, students using e-readers for critical engagement with their reading assignments would demonstrate (a) deeper understanding of the content of the texts, (b) improvement in their use of critical reading practices, and (c) improvement in their attitudes toward the use of e-readers for academic work. While we did not observe significant gains in graded assignments compared with control groups using printed texts, we found no evidence of losses for students using e-readers. At the same time, we found evidence of improvement in students’ critical reading practices, especially when paired with modeling and practice throughout the term. We also observed significant positive changes in student attitudes toward the use of e-readers for academic work, compared with controls. Our findings suggest that achieving the benefits of e-readers for the development of critical reading skills requires a course with design elements that are specifically tailored to this purpose.

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Section: Discussionsupporting

confidence: 73%

mentioning

confidence: 99%

Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Jensen

Scharff

2019

JoSoTL

Self Cite

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“…Yet another study found that tools or features promoting self-reflection among students lead to better learning outcomes in chemistry, language learning, physics and math problem-solving (Means et al, 2009 ). Jensen and Scharff ( 2014 ) highlights the need for incorporating multiple opportunities for practice and feedback so as to develop critical reading skills among learners through eBook readers. Lin et al ( 2017 ) have reported on how to appropriately shape the instructional design of online lecture videos to effectively engage learners.…”

Section: Foundationsmentioning

confidence: 99%

Learning dialogs orchestrated with BookRoll: effects on engagement and learning in an undergraduate physics course

Kannan

Warriem

Majumdar

et al. 2022

RPTEL

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With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature, teachers may still focus on the intricacies of the technology. In this paper, we present the evolution of an active learning pedagogy, supported by technology (eBook reader—BookRoll, Analytics Dashboard—LAViEW), for an undergraduate physics classroom across a semester that was affected by the lockdown due to pandemic. The technology-enhanced pedagogy evolved in three phases—technology used in “Content Focus” mode, technology used in “Problem Focus” mode and technology used in “Learning Dialogue Focus” mode. The entire activities were designed and implemented within the technology-enhanced and evidence-based education and learning (TEEL) ecosystem, which supported integration of learning technologies with analytics system. Comparison of the student’s learning logs indicated that there was a sustained engagement in the learning activities conducted during the blended (before lockdown) and online mode (during lockdown). We had conducted one-way ANOVA to compare the post-test scores for each teaching phase and found statistically significant differences in the latter phases. A preliminary qualitative analysis of the learner artifacts generated as memos in BookRoll during each phase revealed that students were posing conceptual clarifications during the latter phases. These were also having greater alignment with the session agenda and showed construction of new knowledge based on the seed knowledge provided during the instructor–learner interaction sessions. The study provides key insights into how reflection and practice by both learner and teacher improves the acceptance of technology-enabled pedagogy.

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“…The researchers found that annotations had a positive effect on inference-level questions in the print condition only, and had no impact on factual level questions in either medium. The role of annotation in supporting critical reading alone, or, in addition, how critical reading then translates into critical writing, has also been studied (e.g., Jensen and Scharff 2014;Liu 2006), with one study finding that "skillful annotators produced more critical and analytical writing samples than did verbatim annotators. Verbatim annotators recycled information rather than analyzing it" (Liu 2006, p. 205).…”

Section: Literature Reviewmentioning

confidence: 99%

Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated Texts

Antia

Vogt

2022

Languages

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Text annotations are literacy practices that are not uncommon in the reading experience of university students. Annotations may be multilingual, monolingual, or multimodal. Despite their enormous diagnostic potentials, annotations have not been widely investigated for what they can reveal about the cognitive processes that are involved in academic reading. In other words, there has been limited exploration of the insights that signs (verbal and non-verbal) inscribed by students on texts offer for understanding and intervening in their academic reading practices. The aim of this exploratory study is to examine the diagnostic assessment potentials of student-annotated texts. On the basis of text annotations obtained from teacher trainee students (n = 7) enrolled at a German university, we seek to understand what different students attend to while reading, what their problem-solving strategies are, what languages and other semiotic systems they deploy, what their level of engagement with text is, and, critically, how the foregoing provide a basis for intervening to validate, reinforce, correct, or teach certain reading skills and practices. Theoretically, the study is undergirded by the notion of text movability. Data suggestive of how students journey through text are argued to have implications for understanding and teaching how they manage attention, use dictionaries, own text meaning, and appraise text.

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Using E-Book annotations to develop deep reading

Cited by 10 publications

References 4 publications

Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Learning dialogs orchestrated with BookRoll: effects on engagement and learning in an undergraduate physics course

Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated Texts

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