academic literacy, Active Online Reading, Cambridge, critical reading, digital history, digital reading, history, Newspapers, online reading, primary sources, QAA, reading, students | Leave a Comment on Teaching Active Online Reading at Cambridge University’s History Faculty Library

Teaching Active Online Reading at Cambridge University’s History Faculty Library

In this post, Paul Cooke, History Faculty Librarian at the University of Cambridge, offers some really interesting insights into how he teaches students to engage productively with digital texts in History. Paul can be contacted on Pkc24[at]cam.ac.uk. Find out more about the History Faculty Library here: https://www.hist.cam.ac.uk/seeley-library Researchers and students at the University of Cambridge areContinue reading Teaching Active Online Reading at Cambridge University’s History Faculty Library

academic literacy, Active Online Reading, critical reading, digital reading, online reading, QAA, reading, Student research, student researchers, students, survey | Leave a Comment on The challenges of online reading – what do academics and students say?

The challenges of online reading – what do academics and students say?

As part of his role as a student researcher on the Active Online Reading project, Stefan Szablewski, a third year studying History at the University of Nottingham examined responses to our survey from staff and students that explored the challenges of reading. Here’s his summary of what he discovered. Reading online at university is somethingContinue reading The challenges of online reading – what do academics and students say?

active learning, Active Online Reading, Design, digital reading, Miro, note-taking, online reading, pedagogy, QAA, reading, Sheffield Hallam, skills, Student research, student researchers, Talis, Talis Elevate | Leave a Comment on Reading online in Design – findings from a student-led workshop

Reading online in Design – findings from a student-led workshop

In this post, Hannah Morley and Linh Dao, two of our student researchers from the School of Design at Sheffield Hallam University, share the results of a series of workshops that they ran with their peers this academic year. Goals Our involvement in the Active Online Reading project prompted us to try to understand theContinue reading Reading online in Design – findings from a student-led workshop

active learning, Active Online Reading, Collaboration, critical reading, digital reading, E-learning, online reading, pedagogy, QAA, reading, social annotation, student researchers, students, Talis | Leave a Comment on Social Annotation and Student Learning

Social Annotation and Student Learning

In this post, the final in a series of three that survey literature on online reading, Rachel Bartley (UCL) offers an overview of pedagogic research into the use of social annotation in higher education. You can read the first and second parts of the literature review here and here. In negotiating the advantages and challengesContinue reading Social Annotation and Student Learning

Accessibility, Active Online Reading, digital literacy, digital reading, online reading, QAA, reading, student researchers, students, Talis | Leave a Comment on Accessibility and online reading: a student perspective

Accessibility and online reading: a student perspective

In the next in the series of Active Online Reading posts from our student researchers, Lee Bowditch, second year undergraduate studying for a BSc in Business & Management Undergrad at Salford Business School, shares his thoughts on his own experiences of online reading at university. When I was asked to be a part of theContinue reading Accessibility and online reading: a student perspective