Note-taking Practices Research Articles

Step away from the paraphrase: teaching note-taking as a gateway to knowledge transformation

In this presentation, we examined the role note-taking can play as a gateway to knowledge transformation in the reading-to-write process and challenged an academic focus on the teaching of paraphrasing. Much research has been done into the role that note-taking plays in lectures (Morehead et al., 2019), the impact of longhand notes compared with digital (Allen et al., 2020) and student writing strategies (Wingate and Harper, 2021). Although notes play an important role in evidence-based writing, in both providing a clear record of a student’s reading and increasing encoding and engagement (Voyer et al., 2022), very little research directly addresses the impact of note-taking strategies in the reading-to-write process. This study builds on work done in educational psychology by Cuevas et al. (2016) examining writing beliefs. It aims to understand student approaches to evidence gathering and explore links between their current practices and their writing beliefs. Understanding current student practices and the link with epistemological beliefs will allow us, as learning developers, to more effectively create targeted activities and interventions to support student understanding and engagement with texts in the reading-to-write process. It will also provide a foundation for explicit discussion and reflection of student beliefs about the nature of reading and writing and the link between these beliefs and note-taking practices, encouraging students to see reading and writing as knowledge construction and, importantly, encouraging deeper cognitive engagement and learning. The study builds on work done in educational psychology by Cuevas et al. (2016) examining the link between writing beliefs and students’ ability to create argumentation and synthesis and attempts to answer the questions: (1) In the reading-to-write process, what common strategies are students using to record information from their reading? (2) What potential impacts do common practices have on learning, focus, source integration and academic integrity? (3) How are students’ epistemological beliefs about reading and writing reflected in their notetaking practices? (4) How do common practices impact students’ ability to transform knowledge and incorporate it into existing beliefs? Understanding current student practices and the link with epistemological beliefs will allow us, as learning developers, to more effectively create targeted activities and interventions to support student understanding and engagement with texts in the reading-to-write process. It will also provide a foundation for explicit discussion and reflection of student beliefs about the nature of reading and writing and the link between these beliefs and notetaking practices, encouraging students to see reading and writing as knowledge construction and, importantly, encouraging deeper cognitive engagement and learning.

'Everyone is just so furiously typing': supporting student choices around digital notetaking in university lectures

University of Bristol students have indicated that 65% of them take notes digitally. As learning developers, how do we support students to take fit-for-purpose digital notes against a background of changing technology? In this study we posed two questions: What are the ways in which students currently take digital notes in lectures? What difficulties do students encounter in taking digital notes in lectures? Following formal ethical approval, we collected data using a questionnaire (n=123) and four focus groups (n=17), between January and May 2022. Participants in both included undergraduate and postgraduate students representing arts, humanities and STEMM subjects. Participation was voluntary and results were anonymised. We found that students choose a wide variety of digital tools for notetaking, in response to three interrelated aspects of the university learning environment: (1) perceived social pressure, for example the sound of typing, (2) lecture content, delivery and future assessment, and (3) affordances of digital technologies such as the comparative speed of typed notes. These themes have helped us understand the mechanisms of student notetaking choices and therefore allow us to offer relevant support. In this session we further illustrated the three main themes and presented examples of resources developed in response to them, modelling how learning developers can use these insights to support student notetaking practice: Firstly, through an open-access, online self-study resource that shares illustrative data from the research to inform student practice; secondly, a student-led workshop on OneNote, the most cited app in our student survey; and thirdly, a series of student blog posts on approaches to taking digital notes in different subject areas, as the research indicated lecture content affects digital notetaking choices. We also discussed how student notetaking practices may evolve considering emerging technologies such as generative AI tools.

Improving Students' Listening Skills through Note-taking Exercise Strategies in SMK Muhammadiyah 2 Bontoala

This research focuses on efforts to improve students' listening skills through the application of note-taking practice strategies. The focus of this study is to explore how note-taking strategies can help students in understanding and organizing information from listening material delivered orally. The purpose of this study is to find out how effective the note-taking strategy is in improving students' listening skills. This research was carried out using the Classroom Action Research (PTK) approach which was carried out in two cycles. The instrument used in this study is a listening test designed to measure students' listening ability before and after the implementation of note-taking strategies. The results showed a significant improvement in students' listening skills after the implementation of the note-taking strategy. In the first cycle, the average listening score of students increased from 45.00% to 56.00%, while in the second cycle the average score increased further to 66.97%. These findings indicate that note-taking strategies are effective in improving students' ability to absorb and understand information conveyed orally. Thus, this study concludes that note-taking strategies are an effective method to improve students' listening skills and can be implemented in United Kingdom language learning to help students develop better listening skills.

"Just to Jog My Memory": An Examination of Forensic Interviewers' Note-taking Behaviors and Perceptions of Notes With Child Witnesses.

In the current study, we surveyed forensic interviewers (N = 137) on their note-taking practices, perceptions of note-taking, and note-taking training. Many forensic interviewers surveyed (81%) reported that they take notes during forensic interviews. Of those, the most common reason for note-taking was to assist with remembering what the interviewee reported during the interview (89%) and to guide the formulation of follow-up questions (87%). Note-taking style was also reported upon, with most respondents indicating that they write down keywords that may be used again in the interview (78%), as well as short utterances or sentences related to the presenting narrative (61%). Finally, the majority (50%) of respondents who take notes reported always taking notes, although 29% reported taking notes most of the time. Of those respondents who reported not taking notes during forensic interviews, the majority listed the reasons as being that it distracts the child from the interview (85%) and causes them to break eye contact with the child (46%). Overall, many respondents endorsed the benefits of note-taking to the interviewing process, whereas a small minority reported some perceived risks or concerns with note-taking during interviews. Perhaps most notably, forensic interviewers, both of whom take notes and those who do not, reported low rates of note-taking training and a desire for more information on note-taking practices within the field. These results underscore the need for further research and best practice guidelines regarding note-taking during forensic interviews.

The Washington Climate Assembly: note-taking modalities as deliberative guidance in an online citizens’ assembly

ABSTRACT In this essay, we use applied rhetorical criticism to analyze how facilitators navigate online deliberation in the Washington Climate Assembly, a public deliberation process held virtually in January and February 2021. We draw on interviews with organizers and facilitators and from observational notes taken by the research team during Assembly deliberations. This analysis focuses on the Assembly's online note-taking practices. Previous research has recognized note-taking as an important element to the design of democratic processes, and we argue that note-taking modalities constitute a form of deliberative guidance. We examine the Assembly’s use of note-taking modalities for deliberative guidance across spatial and temporal dimensions, thus expanding the concept of deliberative guidance into other forms of communication. Additionally, results revealing shortcomings in note-taking suggest employing augmented note-taking practices during online public deliberation processes, with implications for scoping, staffing, and budgeting of such processes, as well as the potential application of artificial intelligence.

Engaging and involving clients in open note-taking practices in narrative therapy

PHOTO CREDIT: Jamie CoulthardNarrative therapists empower others, both in relation to dominant negative stories that are told about their lives, and within the therapeutic relationship itself. They try to correct the inevitable power imbalance between therapist and client by adopting a ‘decentred’ stance, eschewing technical jargon, and by using idiosyncratic externalised language. This article proposes that the way in which we take notes matters for these power-relationships. By asking permission, writing notes openly, and engaging clients in their co-production, we resist disempowering them by appropriating their personal information. Moreover, these practices support externalisation, open creative possibilities, and invite new perspectives on therapeutic work.

On the use of notes and note-taking in social science: A study of private writing

This paper has two main goals: to make an exploratory study of the use of notes and note-taking in social science, with a special emphasis on sociology, and to suggest a few ways in which this practice can be improved. By note-taking is here meant the writing of notes to observe, to remember, and to work and think with. It is suggested that most forms of note-taking represent a kind of private writing, in the sense that the notes are written exclusively for the writer and not for other people to read as in public writing. The quality of being private changes the structure as well as the content of the note which is often hard to understand for others. The approach in the paper is historical as well as material. Early forms of note-taking by social scientists are discussed, and also its use today in such areas as fieldwork, participant observation and qualitative sociology. The paper concludes with a discussion of a few ways in which the note-taking practices in social science can be improved.

Impact of Mobile Learning Apps on Study Habits and Academic Performance of College Students in the United States: A Review of Literature

This study explored the consequences of mobile learning applications on the study habits and academic performance of college students throughout the United States. The surge in smartphone usage and the availability of diverse educational apps prompted a departure from conventional learning methodologies. This review synthesized an array of scholarly literature to illuminate the ramifications of this paradigm shift. Through a meticulous analysis of academic articles, research reports, and educational journals, the study identified prevalent patterns in the utilization of mobile learning apps among college students. It delved into the transformation of study habits, including alterations in reading methodologies, note-taking practices, and interactions with course materials. Furthermore, the review critically evaluated the influence of mobile apps on academic performance indicators such as grades, examination scores, and retention rates. The synthesis pointed to the multifaceted impacts of mobile learning apps on students' educational experiences. It explored the advantages, encompassing augmented access to learning resources, heightened interactivity, and tailored learning trajectories. Conversely, it also addressed potential challenges, such as digital diversions, diminished face-to-face interactions, and concerns about the precision of information. The study unveiled diverse factors that influenced the adoption and effectiveness of mobile learning apps, encompassing technological acumen, app design, and pedagogical strategies. Furthermore, the review contextualized its discoveries within the broader sphere of higher education, taking into account institutional policies, instructor attitudes, and student preferences. The study points to the necessity for a well-balanced approach that harnessed the benefits while addressing potential drawbacks. By providing insights into the evolving educational landscape, this study established a foundation for educators, institutions, and app developers to make informed choices concerning the integration of mobile technology into the learning milieu. Keywords: Mobile Learning Apps, Study Habits, Academic Performance, College Students, United States.

Indigenous and Black Confraternities in Colonial Latin America: Negotiating Status through Religious Practices

Indigenous and Black Confraternities in Colonial Latin America: Negotiating Status through Religious Practices

Magic, metaphysics, and methods

Magic, metaphysics, and methods

Http://www.trans-int.org/index.php/transint

Note-taking for interpreting is a specialist skill originally developed to assist conference interpreters to remember the contents of long speeches when interpreting consecutively in a unidirectional mode. The bulk of the research into note-taking has been in relation to the classic consecutive interpreting mode in international settings, with little research into the use of note-taking in legal interpreting settings. This paper presents the results of a study on note-taking by 13 court interpreters in a simulated criminal trial in Sydney, Australia. It reports the results of interpreters’ note-taking practices, taking into account their language combination, their own perceptions of mental effort and the usefulness of notes as well as their overall interpreting performance.

Applying error analysis to note-taking instruction: Implications for the undergraduate classroom

This study aimed to examine the relationship between conference interpretation (CI) and note-taking through an analysis of notes produced by undergraduate students during CI classes. A comparison of the original speech, notes, and the interpretation was made to identify factors which impede accurate interpretation. This study specifically focused on the error types manifested by the students in order to identify teaching points at the undergraduate level of CI instruction. The results showed a pattern where students’ errors appeared to be concentrated in contre-sens or TL mistakes. Among the errors associated with note-taking practices, an analysis was performed on words that were either undeciphered or misdeciphered. Examples include omitting keywords written down during interpretation, misinterpretation of metaphors, grammar mistakes and/or awkward use of language due to source language interference, and misinterpretation due to ineffective arrangement of notes and loss of concentration. The relationship between errors commonly made by undergraduate students during CI and their note-taking practices was examined, and diagnoses were presented to help students improve their note-taking skills and interpretation. Also, educational implications and teaching points were proposed.

PhenoPad: Building AI enabled note-taking interfaces for patient encounters

Current clinical note-taking approaches cannot capture the entirety of information available from patient encounters and detract from patient-clinician interactions. By surveying healthcare providers’ current note-taking practices and attitudes toward new clinical technologies, we developed a patient-centered paradigm for clinical note-taking that makes use of hybrid tablet/keyboard devices and artificial intelligence (AI) technologies. PhenoPad is an intelligent clinical note-taking interface that captures free-form notes and standard phenotypic information via a variety of modalities, including speech and natural language processing techniques, handwriting recognition, and more. The output is unobtrusively presented on mobile devices to clinicians for real-time validation and can be automatically transformed into digital formats that would be compatible with integration into electronic health record systems. Semi-structured interviews and trials in clinical settings rendered positive feedback from both clinicians and patients, demonstrating that AI-enabled clinical note-taking under our design improves ease and breadth of information captured during clinical visits without compromising patient-clinician interactions. We open source a proof-of-concept implementation that can lay the foundation for broader clinical use cases.

GAVIN

Annotation is an effective reading strategy people often undertake while interacting with digital text. It involves highlighting pieces of text and making notes about them. Annotating while reading in a desktop environment is considered trivial but, in a mobile setting where people read while hand-holding devices, the task of highlighting and typing notes on a mobile display is challenging. In this article, we introduce GAVIN, a gaze-assisted voice note-taking application, which enables readers to seamlessly take voice notes on digital documents by implicitly anchoring them to text passages. We first conducted a contextual enquiry focusing on participants’ note-taking practices on digital documents. Using these findings, we propose a method which leverages eye-tracking and machine learning techniques to annotate voice notes with reference text passages. To evaluate our approach, we recruited 32 participants performing voice note-taking. Following, we trained a classifier on the data collected to predict text passage where participants made voice notes. Lastly, we employed the classifier to built GAVIN and conducted a user study to demonstrate the feasibility of the system. This research demonstrates the feasibility of using gaze as a resource for implicit anchoring of voice notes, enabling the design of systems that allow users to record voice notes with minimal effort and high accuracy.

Retentional effects of notetaking instruction in EAP courses

AbstractPrevious research has shown that explicit notetaking instruction in EAP courses has positive effects on student notetaking. However, many studies limit measurement of notetaking ability to immediately after an intense period of instruction. Thus, the retentional effects of notetaking instruction have yet to be investigated in the longer term. To address this research gap, this paper reports on a study that assessed students’ notetaking performance prior to, immediately after, and then again four months after the notetaking instruction to examine the retentional value of notetaking instruction. Samples of student notes (n = 40) from these three time points were analysed through ‘information units’ to determine any changes. Results indicate that the instruction had a positive and significant effect on performance in the short term and that student performance lessened over time. Pedagogic implications stemming from these findings, including regular notetaking practice and consistently reviewing notetaking strategies, are discussed.

The Impact of Note-Taking on the Learning Process in Intelligent Tutoring System Tutomat

Abstract The research investigates how note-taking practice affects the learning process in Tutomat, an intelligent tutoring system. The complete analysis includes (i) the identification of learning analytics variables to describe student-Tutomat interaction; (ii) the description of experimental student groups using learning analytics variables; (iii) data-driven clustering and (iv) the comparison of the experimental groups and revealed clusters. The results show that there is a difference in how a student interacts with Tutomat based on note-taking practice. It is revealed that the note-taking practice can be detected using the proposed learning analytics variables with the prediction accuracy of the clustering approach of 85 %.

Samuel Beckett's "Philosophy Notes." ed. by Steven Matthews and Matthew Feldman

Reviewed by: Samuel Beckett's "Philosophy Notes." ed. by Steven Matthews and Matthew Feldman Marc Farrant Samuel Beckett's "Philosophy Notes." Ed. Steven Matthews and Matthew Feldman. Oxford: Oxford University Press, 2020. Pp. 576. $125.00 (cloth). Samuel Beckett's "Philosophy Notes" comprises the Irish writer's (largely) complete notes on the history of Western philosophy, an autodidactic enterprise undertaken in the 1930s alongside—and between—the publication of his first forays in fiction, Dream of Fair to Middling Women (1932), More Pricks Than Kicks (1934) and Murphy (1938). First discovered in a trunk in his cellar after his death in 1989, and hitherto unavailable to a general academic audience, this Oxford University Press edition of the notes consists of the full text of two manuscripts held at Trinity College Dublin, consisting of some 267 folios totalling over 110,000 words. The moniker "Philosophy Notes" derives from a prior publication of the volume's coeditor, Matthew Feldman's Beckett's Books: A Cultural History of Samuel Beckett's 'Interwar Notes' (2006)—a seminal publication of the archival turn in Beckett Studies. Feldman and his coeditor, Steven Matthews, do an excellent job of framing the material that is included here (which runs to over five hundred pages), suggesting ways for the reader to navigate Beckett's compendious research into what he referred to once as the "loutishness of learning."1 Indeed, this volume's introduction is exceptionally useful. Building on Feldman's prior work in this area, the introduction consolidates a narrative of Beckett's engagement with philosophy [End Page 598] that helps crystallize several significant hermeneutic focal points. Feldman lays out Beckett's engagement with philosophy in several works that argue that the "direct relationship between 'Beckett and philosophy'—meaning Samuel Beckett's struggle with Western philosophy as it influenced his poetics and outlook—lasted only a decade, from 1928 to 1938."2 Based on the extant archival notes themselves, Feldman's thesis is convincing and is further compounded by the publication of Beckett/Philosophy—a 2015 essay collection that might be considered a companion to this Oxford University Press edition of the notes (chapters are cited repeatedly in the editors' introduction). What follows from this narrative is a twofold skepticism towards both Beckett's own claims of ignorance regarding Western philosophy—"I never read philosophers"—and theoretical or philosophically inspired readings of Beckett's works.3 For Feldman, these readings all too often repeat their axiomatic premises at the expense of the works themselves. An implicit claim here is that a "work" of literature points more in the direction of its origin (its author; its archival beginnings) than its destination, the countersignature of the critic or reader. In other words, for Feldman's empiricist approach, the question of the philosophical meaning of Beckett's works is separate from the question of Beckett and philosophy (Feldman, "Beckett and Philosophy, 1928–1938," 167). This Oxford University Press edition follows Feldman's empiricist lead. This is amplified by the fact that the notes themselves, as the editors remark, consist of "a kind of edited version from parts of three major source texts" that Beckett largely copied verbatim, with a minimum of interventional commentary or "authorship" (Matthews and Feldman, xxv, xl). Thus, although the notes offer little to help form an idea of Beckett as philosopher, as a documentary record of his engagement with the philosophical tradition they do help categorically to refute the idea that he was writing from a position of ignorance with regard to the major ideas and debates that had preoccupied philosophers from the pre-Socratics to Friedrich Nietzsche (where the notes abruptly end). As a work of scholarship, too, the Philosophy Notes are a remarkable achievement. The footnotes that run throughout track every reference to Beckett's published works, allowing the reader to shuttle back and forth with ease. The introduction is also, on its own, a significant resource. Therein the editors extensively detail and date (where possible) Beckett's note-taking practice, developed alongside his period spent with James Joyce working on Finnegans Wake. The specific philosophy notes included in this volume were begun in 1932 in London (although they contain no internal dating). The first major...

Is Technology Based Note-Taking More Preferable For Millenial Students? Exploration Of English Students' Note-Taking Habit

Note-taking is one of important skills students need to practice in order to understand the content of both printed and unprinted texts effectively. To do note-taking, readers can do either manually or digitally. However, with the advancement of technology nowadays especially in this pandemic era, readers can practice note-taking more easily with the use of technological tools, such as laptop and mobile. This descriptive qualitative research aims to discover how university students practice note-taking particularly to explore their note-taking strategy and preference for refining literature review in English academic writing. This included identifying the strategy they apply in note-taking practices to understand the content of the articles they read and identifying their note-taking. To explore the issue, the researcher collected data through questionnaires and interview with 62 English students taking academic writing who have intense note-taking practices as part of the course activities. The results of this study showed the majority of millennial students prefer using digital note-taking with 66.12% responses. They decided to use it as it is faster and easier in doing note-taking. The digital technology that the students used commonly was mobile phone with 54.84% responses. They chose this tool to practice note-taking as it is handy.

İngiliz Dili Eğitimi Öğrencilerinin Not Tutma Uygulamalarına İlişkin Örnek Bir Araştırma

Students’ success or failure in courses is variably affected by the development of their listening and note-taking practices. These areas of development have such kind of cognitive contributions to students. Given the central role of the lecture in faculty education, these cognitive abilities deserve to be examined in terms of university students who expected to perform cognitive abilities at the highest degree. Thus, this research aims to seek how English Language Teaching Department Students at Amasya University carry out their note-taking practices in their courses. The sample of the study consists of 1 st , 2 nd , 3 rd and 4th-grade students studying at the English Language Teaching Department during the spring semester of the 2017-2018 academic year. In addition to the demographic information and questions that explore the students’ general practices about note-taking, 42 item scale ranged in ‘‘ 1= Never’’, ‘‘2= Seldom’’, ‘‘3= Sometimes’’, ‘‘4= Usually’’, ‘‘5= Always’’ was applied to the students as data collection instruments. In the data analysis process, percentages and frequencies representing the ELT students generally and individually were calculated for descriptive analysis. Moreover, related to the number of the participants parametric methods were also used to reach statistical proofs to support the descriptive results of the study. The findings of the study point out such effective ideas that efforts and practices of cognitive abilities such as note-taking should be improved in the educational lives of individuals not only at their bachelor degree but also at all stages of their educational lives.

Gymnasieelevers anteckningspraktiker

Studies have shown that lecture note-taking is very effective for students’ learning. Research on Swedish pupils, however, is scant. The aim of the present study was to explore note-taking practices in Swedish upper secondary school and examine whether the school supports students in their practice. A survey with both closed-ended and open-ended questions was administered to 120 pupils from two schools in Västra Götaland County. Most pupils reported taking notes during lectures and doing so for mainly two reasons: to learn the material and to study the notes for future exams. However, only 15 % of participants had received guidance on how to take notes during their school years. A metacognitive framework is applied in interpreting the results. Whether a note-taking practice can be considered metacognitive depends on the underlying motives for choosing that strategy. A well-chosen strategy seems dependent on contextual and individual circumstances. It is suggested that pupils be taught both the advantages and the disadvantages of different note-taking practices, so that they can evaluate different strategies for themselves.