We found a match
Your institution may have rights to this item. Sign in to continue.
- Title
Examining students' use of online annotation tools in support of argumentative reading.
- Authors
Jingyan Lu; Liping Deng
- Abstract
This study examined how students in a Hong Kong high school used Diigo, an online annotation tool, to support their argumentative reading activities. Two year 10 classes, a high-performance class (HPC) and an ordinary-performance class (OPC), highlighted passages of text and wrote and attached sticky notes to them to clarify argumentation structures and to represent and share argumentation processes. Analysis of annotations revealed that highlighting was the most frequently used online annotation feature. The HPC made significantly more sticky notes and used them more to annotate terms, claims and judgments than the OPC. The study suggests that Diigo is a promising tool for supporting reading-to-argue. The findings may be of value to teachers and researchers in designing online annotation tools that more effectively foster the process of reading-to-argue.
- Subjects
DEBATE -- Study &; teaching; ANNOTATIONS; TEACHING methods research; TEACHING aids; READING research
- Publication
Australasian Journal of Educational Technology, 2013, Vol 29, Issue 2, p161
- ISSN
1449-3098
- Publication type
Article
- DOI
10.14742/ajet.159