Annotating
Overview
When annotating, learners engage deeply with a text and make their thinking visible while reading, which supports Foundational Reading Skills. By focusing their Attention on reading with a purpose, learners identify and analyze the components of a text. Learners can annotate to highlight the structure, arguments, or evidence; make connections and inferences; and question the text, which helps build critical literacy, a key component of Problem Solving. Annotations can be especially important for developing Disciplinary Literacy skills, as this activity can help adults make sense of information.
Use It In Your Learning Environment
Instructors should model how to examine a text closely and make effective annotations. Analyzing models of annotated texts from other learners or experts can also be helpful in showing how good readers make sense of their reading. Instructors can provide suggestions for creating annotations with icons or symbols, such as connecting ideas with arrows, adding question marks when confused, or underlining important Vocabulary, but should also allow learners to choose what works best for them.
Developers can create digital annotation tools that allow learners to collaboratively engage with texts. From encouraging learners to react, question, argue, or evaluate a source, products can push the envelope for the kinds of annotations they offer and the purposes they serve. By leveraging affordances like multimedia and social reading online, learners can respond to not only the text but also to their peers, creating a more meaningful discussion.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Metacognitive Supports Strategies
Setting overall goals with actionable steps for achievement can help learners feel more confident in their abilities and help minimize procrastination-related behaviors.
Journaling allows learners to reflect on their thinking and feelings, process their learning, and connect new information to what they know and their practical experiences.
Pairing non-examples with examples helps learners compare and contrast to deepen understanding at both the concept and skill levels.
Perspective seeking is different from perspective taking as it involves communication with the purpose of gaining insight into the nuances of alternate views.
Positive self-talk can support self-efficacy, optimism, Self-regulation, and a Learner Mindset.
Reflection can take place throughout learning, supporting critical thinking and Problem Solving skills when learners actively question assumptions, and after learning experiences to support Metacognition.
When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process.
