Capturing the online academic reading process
Described here is a study of how students actively read electronic journal papers to prepare for classroom discussions. Eighteen students enrolled in a graduate course participated in this study; half of them read the documents privately, while the other half shared their readings. These readers were digitally monitored as they read, annotated, and shared the electronic (e-) documents over a course of several weeks during a semester. This monitoring yielded a comprehensive data bank of 60 e-documents (with 1923 markings), and 56 computer logs. Using semi-structured interviews, the reading, marking, and navigational activities of the participating readers were analyzed in detail. Under scrutiny were a range of activities that the subjects carried out. Analyses of the data revealed the types of markings that the users employ, and the ways in which those marking were placed. A derivation of the user-perceived functions of the marking structures was then carried out. The findings then lead to several implications for informing the design of reading and marking applications in digital libraries.
annotations digital libraries information systems design human computer interaction electronic reading