academic literacy, active learning, Active Online Reading, critical reading, digital reading, E-learning, online reading, pandemic, pedagogy, publication, QAA, Talis, Talis Elevate | Leave a Comment on Paper published: Social annotation to support students’ online reading skills

Paper published: Social annotation to support students’ online reading skills

Members of the Active Online Reading project team recently published a short paper on their use of social annotation to develop students’ reading skills. Jamie Wood, Matt East and Hope Williard published the chapter, ‘Social annotation to support students’ online reading skills’ in the volume Designing Courses with Digital Technologies: Insights from Higher Education, edited byContinue reading Paper published: Social annotation to support students’ online reading skills

academic literacy, active learning, Active Online Reading, critical reading, digital reading, E-learning, history, online reading, pedagogy, QAA, reading, THE | Leave a Comment on Putting the Joy Back into Reading

Putting the Joy Back into Reading

In the summer, I published a short piece with Times Higher Education, entitled ‘Putting the joy back into reading’ in which I outline some of the challenges and opportunities of online reading practices and technologies. It offers something of a background for the Active Online Reading project. You can read the piece here (no paywall).

academic literacy, active learning, Active Online Reading, critical reading, digital literacy, digital reading, E-learning, Lincoln, online reading, QAA, reading, student researchers, students, Talis, Talis Elevate | Leave a Comment on When it comes to reading…

When it comes to reading…

This week’s Active Online Reading post from one of our student researchers is from Annabelle Mansell a 3rd year Classical Studies student at the University of Lincoln. In the post, Annabelle outlines her strategies (and technologies) for productive reading. When it comes to reading novels, my approach has always been to settle down in aContinue reading When it comes to reading…

active learning, Active Online Reading, critical reading, digital reading, E-learning, QAA, reading, Talis | Leave a Comment on An update on the Active Online Reading Project

An update on the Active Online Reading Project

​​Students’ reading practices have transformed over the past 20 years, with the increasing digitisation of resources, the emergence and then ubiquity of virtual learning environments, and the widespread use of mobile devices. The pandemic has accelerated such developments, with the rapid roll-out of online and blended learning. Yet we know strikingly little about how studentsContinue reading An update on the Active Online Reading Project

Active Online Reading, assessment, history, pedagogy, QAA, quality, reading, SBS, Subject Benchmark Statement | Leave a Comment on ‘Reading’ History at University – what does the Subject Benchmark Statement say?

‘Reading’ History at University – what does the Subject Benchmark Statement say?

It’s maybe a bit outdated to talk about ‘reading’ subjects at University these days, but there’s no doubt that History is a reading-intensive discipline. Relatively low direct contact hours, the fundamental role of independent, self-directed working, and the expectation (realistic or not) that full-time students treat their studies as the equivalent of a full-time job,Continue reading ‘Reading’ History at University – what does the Subject Benchmark Statement say?