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Making marks while reading, with some remarks on the challenges posed by the digital world.

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Title: Making marks while reading, with some remarks on the challenges posed by the digital world.
Authors: Lessa, Marcus A.1,2, Júnior, Domício Proença2, Bartholo, Roberto2, Silva, Édison Renato2
Source: Educational Philosophy & Theory. Feb2022, Vol. 54 Issue 2, p183-193. 11p.
Subject Terms: *Reading, *Communication, *Students, Digital technology, Marginalia
Abstract: This communication sought to redress the loss of the skill of making marks while reading by reporting a consolidated and reflective summation that drew on over four decades' worth of experience with approximately 500 undergraduate and 200 graduate students of Production Engineering at the Federal University of Rio de Janeiro. It identified the fundamentals and rationale of making marginalia ('marks') while reading, with particular attention to their role in the preservation of insights ('sparks') and in furthering discovery, pointing to the need to develop emotional as well as intellectual signifiers to allow readers to capture and recall their understanding of the texts they read and the significance of their marks. This supported the framing of relevant issues in the passage from reading and marking on paper to digital books, pointing towards approaches that would allow better understanding of the shortcomings of this medium for making marks while reading. [ABSTRACT FROM AUTHOR]
Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Making marks while reading, with some remarks on the challenges posed by the digital world.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Philosophy+%26+Theory%22">Educational Philosophy & Theory</searchLink>. Feb2022, Vol. 54 Issue 2, p183-193. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Marginalia%22">Marginalia</searchLink>
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  Data: This communication sought to redress the loss of the skill of making marks while reading by reporting a consolidated and reflective summation that drew on over four decades' worth of experience with approximately 500 undergraduate and 200 graduate students of Production Engineering at the Federal University of Rio de Janeiro. It identified the fundamentals and rationale of making marginalia ('marks') while reading, with particular attention to their role in the preservation of insights ('sparks') and in furthering discovery, pointing to the need to develop emotional as well as intellectual signifiers to allow readers to capture and recall their understanding of the texts they read and the significance of their marks. This supported the framing of relevant issues in the passage from reading and marking on paper to digital books, pointing towards approaches that would allow better understanding of the shortcomings of this medium for making marks while reading. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131857.2021.1888711
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              Text: Feb2022
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