Using E-Book annotations to develop deep reading

Lauren Scharff,Mark Jensen

doi:10.14434/jotlt.v3n2.12872

Abstract

This quick hit describes strategies for modeling and assessing critical reading in an e-textbook environment at the collegiate level over the course of a single semester. Special attention is devoted to annotation practices associated with critical reading: outlining, connecting, questioning, and objecting.

Highlights

In the course of conducting two SoTL studies on the benefits and challenges of using ebooks in place of paper books we have refined and are sharing a handful of best practices to enhance the development of critical reading
They aim to make sense of the author’s support, defense, and development of the central message. They challenge the text, raising questions and objections about the truth of the central message, and about the author’s argument in its defense. They see each text as part of a conversation in which their own reflections become new contributions to advance our collective understanding of the issues in question
To be sure: teachers can present the results of exemplary critical reading, but our challenge is to find a way to model the practice of critical reading and to design courses that provide opportunities for students to develop as apprentices in this practice (Collins, et al, 1991)

Summary

Introduction

In the course of conducting two SoTL studies on the benefits and challenges of using ebooks in place of paper books we have refined and are sharing a handful of best practices to enhance the development of critical reading. They challenge the text, raising questions and objections about the truth of the central message, and about the author’s argument in its defense. Extract arguments, mark critical passages and important claims, and write out notes alongside the text that include their own observations, questions, objections, and commentary.

Results

Conclusion