Relevant bibliographies by topics / Collaborative Reading Annotation

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Collaborative Reading Annotation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Collaborative Reading Annotation"

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Chen, Chih-Ming, and Fang-Ya Chen. "Enhancing digital reading performance with a collaborative reading annotation system." Computers & Education 77 (August 2014): 67–81. http://dx.doi.org/10.1016/j.compedu.2014.04.010.

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Traester, Mary, Chris Kervina, and Noel Holton Brathwaite. "Pedagogy to Disrupt the Echo Chamber." Pedagogy 21, no. 2 (2021): 329–49. http://dx.doi.org/10.1215/15314200-8811517.

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Abstract This article addresses the challenges of fake news and echo chambers in the digital age by exploring the possibility that susceptibility to misinformation derives not from an inevitable fault in the medium of digital publishing but, rather, from the slower development and adoption of pedagogies that leverage digital tools for reading. The authors examined student annotations and argue that focusing on reading using collaborative digital annotation can stimulate knowledge acquisition and personal belief formation and, further, can assist educators to evaluate the effectiveness of instr
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Solmaz, Osman. "The Affordances of Digital Social Reading for EFL Learners." International Journal of Mobile and Blended Learning 13, no. 2 (2021): 36–50. http://dx.doi.org/10.4018/ijmbl.2021040103.

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The goal of this study is to illustrate the affordances mediated by digital socio-literacy practices of university-level EFL learners engaging in collaborative reading of texts from an ecological perspective. For this purpose, a total of 38 first-year undergraduate students taking a compulsory EFL course in Turkey participated in the research. Data collected from learners' digital annotations on a digital annotation tool (DAT) and reflective papers were qualitatively analyzed. As a result, the construct of affordance was operationalized in an EFL digital social reading context through indicato
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Chen, Chih-Ming, and Ming-Yueh Tsay. "Applications of collaborative annotation system in digital curation, crowdsourcing, and digital humanities." Electronic Library 35, no. 6 (2017): 1122–40. http://dx.doi.org/10.1108/el-08-2016-0172.

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Purpose Collaboratively annotating digital texts allow users to add valued information, share ideas and create knowledge. Most importantly, annotated content can help users obtain a deeper and broader understanding of a text compared to digital content without annotations. This work proposes a novel collaborative annotation system (CAS) with four types of multimedia annotations including text annotation, picture annotation, voice annotation and video annotation which can embedded into any HTML Web pages to enable users to collaboratively add and manage annotations on these pages and provide a
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Chen, Chih-Ming, Ming-Chaun Li, and Tze-Chun Chen. "A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance." Computers & Education 144 (January 2020): 103697. http://dx.doi.org/10.1016/j.compedu.2019.103697.

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CHAMPION, J. A. I. "ENLIGHTENED ERUDITION AND THE POLITICS OF READING IN JOHN TOLAND'S CIRCLE." Historical Journal 49, no. 1 (2006): 111–41. http://dx.doi.org/10.1017/s0018246x05005078.

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The dense marginal annotation made by freethinker, John Toland (1670–1722) and republican author and parliamentarian, Sir Robert Molesworth (1656–1725) on a copy of Martin Martin's Western Islands (1716) is an exceptional source for exposing the relationship between elite sociability and intellectual conversation. As an example of collaborative serial reading the case-study is unique, and allows a number of historical enquiries. Contextualizing Toland's and Molesworth's collaborative reading of the Royal Society sponsored work with the political and anticlerical projects both men pursued, the
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Jan, Jiun-Chi, Chih-Ming Chen, and Po-Han Huang. "Enhancement of digital reading performance by using a novel web-based collaborative reading annotation system with two quality annotation filtering mechanisms." International Journal of Human-Computer Studies 86 (February 2016): 81–93. http://dx.doi.org/10.1016/j.ijhcs.2015.09.006.

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Seatter, Lindsey. "Towards Open Annotation: Examples and Experiments." KULA: Knowledge Creation, Dissemination, and Preservation Studies 3 (February 27, 2019): 12. http://dx.doi.org/10.5334/kula.49.

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This article interrogates how digital text annotation tools and projects facilitate online engagement and virtual communities of practice. With the rise of the Web 2.0 movement and the proliferation of digital resources, annotation has evolved from an isolated practice to a collaborative one. This article unpacks the impact of this shift by providing an in-depth discussion of five web-based tools and two social reading projects. This article examines issues of design, usability, and applicability to pedagogical intervention as well as underscores how productive group dynamics can be fostered t
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Wolfe, Joanna. "Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies." International Journal of Computer-Supported Collaborative Learning 3, no. 2 (2008): 141–64. http://dx.doi.org/10.1007/s11412-008-9040-x.

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Yang, Xianmin, Shengquan Yu, and Zhong Sun. "The effect of collaborative annotation on Chinese reading level in primary schools in China." British Journal of Educational Technology 44, no. 1 (2012): 95–111. http://dx.doi.org/10.1111/j.1467-8535.2011.01277.x.

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Dissertations / Theses on the topic "Collaborative Reading Annotation"

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Kao, Yi-Ching, and 高苡晴. "The effects of collaborative reading annotation with gamification approach on reading comprehension performance." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6jkf8x.

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碩士<br>國立政治大學<br>圖書資訊學數位碩士在職專班<br>107<br>With the rapid development of information technology, digital reading has become a trend. Past research proved that learners preceding prospective sharing and interactive discussion to clarify text meaning through online reading annotation could effectively facilitate the reading comprehension effectiveness. Lots of past studies also indicated that gamification mechanism assisted learning could enhance immersion and encourage learning motivation to further promote learning effectiveness. Nevertheless, learning activity goals not corresponding to gamifica
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呂婷芸. "Effects of collaborative reading annotation system with reading navigation map on enhancing text structure comprehension." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30434753023028978942.

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碩士<br>國立臺灣師範大學<br>應用電子科技學系<br>102<br>As digital reading is becoming more and more important in the digital age, many studies pay attention on developing collaborative reading annotation systems to assist digital reading for promoting reading comprehension performance. However, learners easily, generate cognitive load when they navigate a large amount of generated annotations and frequently suffer difficulties in understanding the text structure while reading digital texts with the support of the collaborative reading annotation system. To promote the text structure comprehension and reduce cog
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Lin, Tzu-Yu, and 林子郁. "The effects of collaborative reading annotation system with SOAR structured note function on learner\'s reading comprehension, reading motivation and reading attitude." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/g6d6ec.

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碩士<br>國立政治大學<br>圖書資訊學數位碩士在職專班<br>107<br>Digital reading is becoming a kind of more and more important literacy for modern people living in the digital age, particularly for children who need to use their reading literacy to learn new knowledge. This study aims to examine the effects of the Grade 5 learners in the experimental group and control group who respectively used the collaborative digital reading annotation system with and without the support of SOAR structured notes to conduct digital reading activity on reading comprehension, reading motivation and reading attitude in a digital readi
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Chen, Yu-Ting, and 陳毓婷. "The Effects of Web-based Inquiry-based Learning with Collaborative Reading Annotation Support on Information Literacy Instruction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/hxq7q2.

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碩士<br>國立政治大學<br>圖書資訊學數位碩士在職專班<br>106<br>The past studies have suggested that the lack of basic digital literacy and acuteness has reduced Taiwanese students’ ability to filter information when facing a vast amount of Internet information. As a result, establishing a mechanism for selecting and assessing information, as well as cultivating digital reading ability and information literacy have been the hot topics in recent years. By combing the Reading Knowledge Collaborative Annotation Tool (CAT) with the Web-based inquiry-based learning, this study has developed the “Web-based Inquiry-based Le
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Wen, Yu-Chieh, and 文俞捷. "The Effects of Flipped Classroom with the Support of Collaborative Digital Reading Annotation System on Learning Performance." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7s555d.

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碩士<br>國立政治大學<br>圖書資訊學數位碩士在職專班<br>106<br>In recent years, the effect of flipped classroom has been widely recognized. Taiwan has also raised a boom in flipped classroom. However, in flipped classroom, it is crucial for students to complete self-learning before class. If students lack self-regulated learning(SRL), the learning will not be effective, and teachers will not be able to control the situation of students returning to school. Therefore, this study uses the “Collaborative Reading Annotation System(CRAS)”to carry out the innovative teaching of flipped classroom, and hopes to develop it i
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Yu, Li-Tang. "Using online annotations in collaborative reading activities with elementary-aged Taiwanese learners of English." Thesis, 2014. http://hdl.handle.net/2152/26898.

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Because little was known about second language online collaborative reading, this study explored the application of an online annotation affordance, analyzing the processes and products of how Taiwanese schoolchildren used notetaking and sharing functions to develop their English reading comprehension. Fifth-grade students (N = 83) from three English classes were randomly assigned to three reading conditions: read-only (i.e., individual reading without making any annotation), individual annotation (i.e., making annotations for their own use), and collaborative annotation (i.e., making and shar
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Book chapters on the topic "Collaborative Reading Annotation"

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Wood, Jamie, Matt East, and Hope Williard. "Collaborative Annotation to Support Students' Online Reading Skills." In Designing Courses with Digital Technologies. Routledge, 2021. http://dx.doi.org/10.4324/9781003144175-14.

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Ng, Wing Shui, Haoran Xie, and Gary Cheng. "Enhancing Academic Reading Skills Using a Peer Assessment of Online Collaborative Annotation Approach." In Communications in Computer and Information Science. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4594-2_24.

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Castek, Jill, Richard Beach, Heather Cotanch, and John Scott. "Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5982-7.ch004.

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This chapter explores the ways sixth grade students from a linguistically and culturally diverse classroom used Diigo, an online social bookmarking site, to engage in annotation writing focused on the discussion of science ideas within a text. While the use of apps has rapidly increased in schools, there remains little research on the ways annotation writing can be used to support scientific argumentation. Findings from this study indicate that students used the annotation app to pose questions, formulate claims, and request evidence from peers to answer questions or support claims. These results suggest that the process of collaborative annotation encourages students' documentation, critique, and refinement of ideas, which can aid learners in close reading of science texts.
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Stern, Lauren. "Social Annotation." In Advances in Library and Information Science. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8444-7.ch011.

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Annotative social reading is an interactive form of reading that is performed either synchronously or asynchronously by multiple users who access and annotate the same source text. This mode of online reading has the potential to advance metaliteracy in the digital humanities by supporting critical student conversations by design. This chapter explores how faculty, librarians, and technologists can collaborate to manage emerging technologies and develop online learning communities that maximize learning opportunities. Challenges related to collaboration, metaliteracy, and online learning are explored, and resources for content and technology, including social reading and digital humanities software, are provided.
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Klobucar, Andrew, and Megan O'Neill. "Reading and Collaboration." In Human-Computer Interaction and Technology Integration in Modern Society. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5849-2.ch008.

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The introduction of digital media into university writing courses, while leading to innovative ideas on multimedia as a rhetorical enhancement means, has also resulted in profound changes in writing pedagogy at almost all levels of its theory and practice. Because traditional approaches to examining and discussing assigned texts in the classroom were developed to help students analyze different genres of print-based texts, many university educators find these methods prohibitively deficient when applied to digital reading environments. Even strategies in reading and text annotation need to be reconsidered methodologically in order to manage effectively the ongoing shift from print to digital or electronic media formats within first year composition. The current study proposes one of the first and most extensive attempts to analyze fully how students engage with digital modes of reading to demonstrate if and how students may benefit from reading digital texts using computer-assisted text analysis (CATA) software.
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Xin, Cindy, Geoffrey Glass, Andrew Feenberg, Eva Bures, and Phil Abrami. "From Active Reading to Active Dialogue." In Techniques for Fostering Collaboration in Online Learning Communities. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-898-8.ch017.

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Our research aims to improve online discussion forums. The authors identify typical problems in online discussion that create difficulties for learners and describe a pedagogical approach emphasizing the importance of moderating in dealing with these problems. The usual design of discussion forums in learning management systems is not helpful but can be improved by specific add-ons. The authors describe a software add-on to the Moodle discussion forum called Marginalia that was designed to implement our preferred pedagogy. They focus on annotation, aiding the retrieval of archived material, helping participants build upon one another’s ideas, and encouraging participants to write “weaving” messages that connect ideas and summarize the discourse. Preliminary studies of this software found a number of uses, some of them unexpected. The chapter concludes with an analysis of two trial classes employing Marginalia.
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Conference papers on the topic "Collaborative Reading Annotation"

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Chang, Chung, Chih-Ming Chen, and Fang-Ya Chen. "A Collaborative Reading Annotation System for Promoting Reading Performance." In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2017. http://dx.doi.org/10.1109/iiai-aai.2017.54.

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Chen, Chih-Ming, Ming-Chaun Li, and Tze-Chun Chen. "A Collaborative Reading Annotation System with Gamification Mechanisms to Improve Reading Performance." In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2018. http://dx.doi.org/10.1109/iiai-aai.2018.00044.

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Lortal, Gaelle, Myriam Lewkowicz, and Amalia Todirascu-Courtier. "An annotation service for e-library: enhancing collaborative reading." In 2006 International Conference on Service Systems and Service Management. IEEE, 2006. http://dx.doi.org/10.1109/icsssm.2006.320583.

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Tsai, Lin-Kuei, Ming-Chaun Li, Chih-Ming Chen, and Yi-Ching Kao. "The Effects of Collaborative Reading Annotation System with Gamified Mechanisms on Reading Comprehension Performance." In 2020 9th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2020. http://dx.doi.org/10.1109/iiai-aai50415.2020.00057.

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Lin, Yu-Chieh, Chih-Ming Chen, and Po-Han Huang. "Enhancement of Digital Reading Performance by Using a Novel Web-Based Collaborative Reading Annotation System with Two Quality Annotation Extraction Mechanisms." In 2015 IIAI 4th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2015. http://dx.doi.org/10.1109/iiai-aai.2015.226.

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Huang, Sheng-Hui, Chih-Ming Chen, and Jian-Cheng Guo. "Using collaborative reading annotation system with self-regulated learning mechanisms to promote reading performance in English." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6202301.

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Chen, Kuan-Lin, Chih-Ming Chen, and Wei-Jiun Hong. "A Collaborative Reading Annotation System with Formative Assessment and Feedback Mechanisms to Promote Digital Reading Performance." In 2020 9th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2020. http://dx.doi.org/10.1109/iiai-aai50415.2020.00044.

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Chang, Chih-Kai. "Augmenting Wiki System for Collaborative EFL Reading by Digital Pen Annotations." In 2009 International Symposium on Ubiquitous Virtual Reality (ISUVR). IEEE, 2009. http://dx.doi.org/10.1109/isuvr.2009.10.

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Bouzidi, Driss, Rachida Ajhoun, and Amine Benkiran. "The use of the annotations in a collaborative activity of reading an online hypermedia course document." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339698.

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Journal articles
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