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Effects of annotations on student readers and writers

Author:

Joanna L. WolfeAuthors Info & Claims

DL '00: Proceedings of the fifth ACM conference on Digital libraries

Pages 19 - 26

https://doi.org/10.1145/336597.336620

Published: 01 June 2000 Publication History

Abstract

Recent research on annotations has focused on how readers annotate texts, ignoring the question of how reading annotations might affect subsequent readers of a text. This paper reports on a study of persuasive essays written by 123 undergraduates receiving primary source materials annotated in various ways. Findings indicate that annotations improve Findings indicate that annotations improve recall of emphasized items, influence how specific arguments in the source materials are perceived, decrease students' tendencies to unnecessarily summarize. Of particular interest is that students' perceptions of the annotator appeared to greatly influence how they responded to the annotated material. Using this study as a basis, I discuss implications for the design and implementation of digitally annotated materials.

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Cited By

Hui JSprouse M(2023)Lettersmith: Scaffolding Written Professional Communication Among College StudentsProceedings of the 2023 CHI Conference on Human Factors in Computing Systems10.1145/3544548.3581029(1-17)Online publication date: 19-Apr-2023
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Handzic MMulavdic V(2023)Broadening the Knowledge Management Horizon: A Case of Distant ReadingThe Future of Knowledge Management10.1007/978-3-031-38696-1_12(225-245)Online publication date: 11-Nov-2023
https://doi.org/10.1007/978-3-031-38696-1_12
Antia BVogt K(2022)Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated TextsLanguages10.3390/languages70200847:2(84)Online publication date: 30-Mar-2022
https://doi.org/10.3390/languages7020084
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Index Terms

Effects of annotations on student readers and writers

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cover image ACM Conferences

DL '00: Proceedings of the fifth ACM conference on Digital libraries

June 2000

294 pages

ISBN:158113231X

DOI:10.1145/336597

Chairmen:
Peter J. Nürnberg
Aalborg Univ., Esbjerg, Denmark
,
David L. Hicks
Aalborg Univ., Esbjerg, Denmark
,
Richard Furuta
Texas A & M Univ., College Station

Copyright © 2000 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 01 June 2000

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June 2 - 7, 2000

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Cited By

Hui JSprouse M(2023)Lettersmith: Scaffolding Written Professional Communication Among College StudentsProceedings of the 2023 CHI Conference on Human Factors in Computing Systems10.1145/3544548.3581029(1-17)Online publication date: 19-Apr-2023
https://dl.acm.org/doi/10.1145/3544548.3581029
Handzic MMulavdic V(2023)Broadening the Knowledge Management Horizon: A Case of Distant ReadingThe Future of Knowledge Management10.1007/978-3-031-38696-1_12(225-245)Online publication date: 11-Nov-2023
https://doi.org/10.1007/978-3-031-38696-1_12
Antia BVogt K(2022)Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated TextsLanguages10.3390/languages70200847:2(84)Online publication date: 30-Mar-2022
https://doi.org/10.3390/languages7020084
Porter GKizilcec RDavis KOchoa X(2022)Collaborative AnnotationProceedings of the Ninth ACM Conference on Learning @ Scale10.1145/3491140.3528322(313-316)Online publication date: 1-Jun-2022
https://dl.acm.org/doi/10.1145/3491140.3528322
Gauthier JRoegiest AO'Brien HFreund LArapakis IHoeber OLopatovska I(2020)SpectatorProceedings of the 2020 Conference on Human Information Interaction and Retrieval10.1145/3343413.3377986(467-471)Online publication date: 14-Mar-2020
https://dl.acm.org/doi/10.1145/3343413.3377986
Frich JBiskjaer MMacDonald Vermeulen LRemy CDalsgaard PDow SMaher MKerne ALatulipe C(2019)Strategies in Creative Professionals' Use of Digital Tools Across DomainsProceedings of the 2019 Conference on Creativity and Cognition10.1145/3325480.3325494(210-221)Online publication date: 13-Jun-2019
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Mochizuki TNishimori TTsubakimoto MOura HSato TJohansson HNakahara JYamauchi Y(2019)Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic textEducational Technology Research and Development10.1007/s11423-019-09676-167:5(1197-1230)Online publication date: 24-Jun-2019
https://doi.org/10.1007/s11423-019-09676-1
Pan MYamashita NWang HLee CPoltrock SBarkhuus LBorges MKellogg W(2017)Task RebalancingProceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing10.1145/2998181.2998304(310-321)Online publication date: 25-Feb-2017
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Hayama THayashi SKondo Y(2016)Investigation of a team-based activity support system used in a Project-based learning course2016 11th International Conference on Knowledge, Information and Creativity Support Systems (KICSS)10.1109/KICSS.2016.7951427(1-6)Online publication date: Nov-2016
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Hayama THasegawa KHoshiya K(2016)Face-to-Face Collaborative Learning by Enhancing Viewpoint-Sharing of Learning MaterialsCollaboration Technologies and Social Computing10.1007/978-981-10-2618-8_15(190-202)Online publication date: 3-Sep-2016
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