academic literacy, active learning, Active Online Reading, annotation, critical reading, digital reading, E-learning, Humanities, reading, skills | Leave a Comment on Reading Digital Texts for University Study (Study Matters podcast)

Reading Digital Texts for University Study (Study Matters podcast)

Last week, the brilliant Aimee Merrydew (Keele University) shared a Study Matters podcast in which she interviewed me about the work of the Active Online Reading project on digital reading pedagogies and practices. You can watch the podcast below- enjoy! Study Matters Podcast · Episode 13: Reading Digital Texts for University Study

academic literacy, Active Online Reading, AI, annotation, artificial intelligence, Classics, critical reading, digital literacy, digital reading, history, online reading, reading, skills, social annotation, students, Technology, wikipedia | Leave a Comment on Inaugural action: Reading Lessons – From Papyrus to ChatGPT

Inaugural action: Reading Lessons – From Papyrus to ChatGPT

On 20th March, I delivered my inaugural lecture at the University of Lincoln. I can’t say that I was massively looking forward to it, but in the end I really enjoyed it. The Lincoln Institute for Advanced Studies organises, records and shares the lectures on their website (see here for the full list). You canContinue reading Inaugural action: Reading Lessons – From Papyrus to ChatGPT

academic literacy, active learning, Active Online Reading, Ancient History, Classics, critical reading, digital literacy, digital reading, Lincoln, online reading, pedagogy, reading, THE | Leave a Comment on More on digital reading: barriers and approaches (in Classics)

More on digital reading: barriers and approaches (in Classics)

Just a quick note to announce the publication of a couple of things. First, the report on the workshop that Michael Wuk and I ran in May, Reading Classics Online, which was published on the Council of University Classics Departments Education blog. Second, I wrote a piece for Times Higher Education on the barriers thatContinue reading More on digital reading: barriers and approaches (in Classics)

academic literacy, active learning, Active Online Reading, annotation, assessment, Classics, Collaboration, critical reading, digital literacy, digital reading, Dissemination, E-learning, history, Humanities, Late Antiquity, online reading, pedagogy, primary sources, Publications, QAA, reading, social annotation, students, Talis Elevate | Leave a Comment on Recent publication – Reading Online during Lockdown: Insights from History and Heritage

Recent publication – Reading Online during Lockdown: Insights from History and Heritage

Matt East, Leah Warriner-Wood and myself have recently had a chapter published in the edited book Agile Learning Environments amid Disruption, edited by Golam Jamil and Dawn A Morley. In it, we reflect on the approach that was adopted to teaching students to read primary sources through annotation across three iterations of a research-led undergraduateContinue reading Recent publication – Reading Online during Lockdown: Insights from History and Heritage

academic literacy, active learning, Active Online Reading, annotation, assessment, critical reading, digital literacy, digital reading, history, large classes, Lincoln, online reading, pedagogy, primary sources, publication, Publications, reading, skills, social annotation, Talis, Talis Elevate | Leave a Comment on New publication: Reading through the pandemic

New publication: Reading through the pandemic

Graham Barrett, Jon Fitzgibbons, Michele Vescovi and myself recently had an article published in the IMPact e-journal of Higher Education Research, which is published by the University of Lincoln. In it, we reflected on our experiences of teaching students digital reading (and other!) skills during the Covid-19 pandemic. You can read the full paper here:Continue reading New publication: Reading through the pandemic