View in EDS HTML Full Text PDF Full Text

What a multi‐institutional collective case study of social annotation data reveals about graduate students' metacognitive reading practices.

Saved in:
Bibliographic Details
Title: What a multi‐institutional collective case study of social annotation data reveals about graduate students' metacognitive reading practices.
Authors: Wilson, Nance S.1 nance.wilson@cortland.edu, Dussling, Tess2, Adams, Brittany3, Stevens, Elizabeth4, Baumann, Jennie5, Yang, Shuling6, Smetana, Linda7, Bean‐Folkes, Jane8, Van Wig, Ann9
Source: Literacy. May2024, Vol. 58 Issue 2, p190-203. 14p.
Subject Terms: *Metacognition, *Graduate students, *Collaborative learning, *Reading comprehension, *Student development
Abstract: This article presents the results of a multi‐site study conducted by nine graduate educators in the United States investigating how reading comprehension might be supported by social annotation. This research examines collaborative learning and group construction of knowledge that took place in six classrooms across a university semester. The findings of this study provide insight into the general reading comprehension practices of graduate students. The results also demonstrate how social annotation can operate as a pathway for understanding learning in process. We hope this study can act as a catalyst for discussion in the development of students' metacognitive practices. [ABSTRACT FROM AUTHOR]
Copyright of Literacy is the property of Wiley-Blackwell 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 177467321
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: What a multi‐institutional collective case study of social annotation data reveals about graduate students' metacognitive reading practices.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wilson%2C+Nance+S%2E%22">Wilson, Nance S.</searchLink><relatesTo>1</relatesTo><i> nance.wilson@cortland.edu</i><br /><searchLink fieldCode="AR" term="%22Dussling%2C+Tess%22">Dussling, Tess</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Adams%2C+Brittany%22">Adams, Brittany</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Stevens%2C+Elizabeth%22">Stevens, Elizabeth</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Baumann%2C+Jennie%22">Baumann, Jennie</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Yang%2C+Shuling%22">Yang, Shuling</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Smetana%2C+Linda%22">Smetana, Linda</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Bean‐Folkes%2C+Jane%22">Bean‐Folkes, Jane</searchLink><relatesTo>8</relatesTo><br /><searchLink fieldCode="AR" term="%22Van+Wig%2C+Ann%22">Van Wig, Ann</searchLink><relatesTo>9</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Literacy%22">Literacy</searchLink>. May2024, Vol. 58 Issue 2, p190-203. 14p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article presents the results of a multi‐site study conducted by nine graduate educators in the United States investigating how reading comprehension might be supported by social annotation. This research examines collaborative learning and group construction of knowledge that took place in six classrooms across a university semester. The findings of this study provide insight into the general reading comprehension practices of graduate students. The results also demonstrate how social annotation can operate as a pathway for understanding learning in process. We hope this study can act as a catalyst for discussion in the development of students' metacognitive practices. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Literacy is the property of Wiley-Blackwell 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177467321
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/lit.12364
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 190
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Graduate students
        Type: general
      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Student development
        Type: general
    Titles:
      – TitleFull: What a multi‐institutional collective case study of social annotation data reveals about graduate students' metacognitive reading practices.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wilson, Nance S.
      – PersonEntity:
          Name:
            NameFull: Dussling, Tess
      – PersonEntity:
          Name:
            NameFull: Adams, Brittany
      – PersonEntity:
          Name:
            NameFull: Stevens, Elizabeth
      – PersonEntity:
          Name:
            NameFull: Baumann, Jennie
      – PersonEntity:
          Name:
            NameFull: Yang, Shuling
      – PersonEntity:
          Name:
            NameFull: Smetana, Linda
      – PersonEntity:
          Name:
            NameFull: Bean‐Folkes, Jane
      – PersonEntity:
          Name:
            NameFull: Van Wig, Ann
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 17414350
          Numbering:
            – Type: volume
              Value: 58
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Literacy
              Type: main
ResultId 1