Lets use the term "adorn" to additions to articles done by students: Highlighting, writing margin notes, questions, comments, connecting with lines, drawing arrows, doodling - Anything used in the digesting process that wasn't on the page before ;)
For a small research I'm doing, I'm looking for previous work on the subject. How adorning varies, and what are the factors affecting how it's done, it's effect on understanding, etc.
So...
Its an interesting project! I am keenly following. I haven't personally chanced on any of such study. Best regards
Dickson
Students are supposed to annotate printed material and today to annotate PDFs. Sadly this is often not taught. I have an unpublished draft paper on the topic "The teaching of annotating".
I taught undergraduates a minimal set of symbols:
- ? if something is not understood,
- ! if something is surprising.
- Candle or light bulb if something was learned.
- Double quotes if the student might want to quote the sentence.
- Single quotes if it was possibly to be paraphrased (with alterations shown).
- Underlining for important text.
- Marginal notes for ideas triggered by the reading.
- Coloured highlights to code themes.
Of course, this practice has now mainly transferred to electronic media, where a Qiqqa annotation report can automatically extract just the annotations for revision or write-up time.
My E-textbook suggests 10 letter codes M1 to M10 to be used consistently to note creative Modifications to the text. It also suggests ten letter codes R1 to R10 to be used consistently to indicate the Resolves of the student.
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