Discusses notetaking and the growing problems of plagiarism, especially with new technology. Highlights include helping students understand the concept of intellectual property; using information ethically; notetaking as a process; notetaking conferencing; and how to transfer notetaking strategies to the process of highlighting and underlining.…

Discusses digital media content on the Internet and describes Souvenir, a digital media annotation tool with Web publishing and email capabilities that allows people to use handwritten notes as a personal audio/video index to retrieve and share specific media moments. Explains how it can create hyperlinks to media stored in a digital library.…

Offers a model of study skills instruction embedded within high school and college level classrooms, discussing strategies appropriate for four learning components: notetaking, organizing, relating, and monitoring (NORM). The article asserts that NORM is not the norm for most college students, who are never taught to learn, addressing each NORM…

Describes how semantic webbing exercises are useful for activating background knowledge, increasing organizational skills, focusing on the topic, and notetaking. (MM)

Suggests that teachers require students to read and take notes prior to class discussion of a topic. Contains note-taking requirements and some student reactions. (MKR)

This study surveyed the use of laptop computers by 10 college students with visual impairments. Students used the computers about 10 to 15 hours a week to complete assignments as well as to take notes in class. The laptops fostered students' independence and improved their efficiency. (Author/DB)

Effects of time on notetaking and immediate retention, the relative effectiveness of spoken and written cues, and cuing schedules were studied with 160 students. Retention from lecture portions with more or fewer notes was similar, written-cued statements were better retained, and cuing schedules had subtle effects. (SLD)

Offers five strategies from teachers regarding self-evaluation of student writing, teaching sentence construction, research paper notetaking, using humor in the writing classroom, and student use of transparencies. (PRA)

Investigates effects of explicit instruction in how to take notes during a lecture. Finds preliminary support for providing explicit instruction with self-questioning to low performing first-year college student. Finds that the quality of notes and immediate comprehension of lecture information improved. (RS)

Follows six non-native-speaker college students through an authentic essay-writing task. Finds that note-taking behaviors facilitated learning from text, but that depth of processing and the students' self-positioning in the discourse community were more important than their were overt behaviors. Concludes that students' notes were useful as a…

Describes the value to the author of taking notes on students at work in her third-grade classroom. Uses the analogy of "Footprints In The Snow" (from her daily morning walk) as a way of thinking about the importance of note-taking in teacher research. (SR)

These suggestions for helping adolescent students with mild disabilities take notes emphasize use of a skeleton outline of the main ideas and related concepts of a lecture, with space to maximize student responding as the student completes the outline during the lecture or reading of an assigned chapter. (DB)

This article reviews the research on notetaking and describes a new notetaking strategy that emphasizes manipulating and organizing information rather than writing it. Teacher prepared individual note items are graphically organized by students. Examples are used from Grade 10 social studies and Grade 9 English classes, both of which included…

HyperCard is a general-purpose program for the Macintosh computer that allows multiple ways of viewing and accessing a large body of information. Two ways in which HyperCard can be used as a research tool are illustrated. One way is to organize and analyze qualitative data from observations, interviews, surveys, and other documents. The other way…

The teaching of writing as a process can be accomplished through an eight-step "prewriting process" approach. The eight steps include planning, organizing, establishing assumptions and premises, obtaining data, evaluating data, electing a course of action, control, and implementation. In the planning stage, students are asked to complete an…