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The purpose of this study is to recommend the university authorities to build better teaching-learning environment for its students to use variables and multiple note-taking methods in class for best results fundamental in each method.

The study is a case study that follows a ‘problem-driven’ approach concerned specifically with providing practical solutions to real-world problems. A sample size of 320 respondents was obtained, in which 300 were university students selected from the first, second and third years of study and 20 were professors.

This case study made it very obvious to all that mobile phone note-taking is a regular practice among students at Bankura University. At the same time, the study also reveals that the practice does not significantly differ based on students’ sex.

Based on the findings, the study recommends for the need to educate students on the importance of paper and pencil note-taking method so that they do not fall prey to such risks. A befitting environment should be created so that students can use various methods of note-taking in classrooms avoiding their negative impacts.

It has a wide implication in the modern age where cutting-edge technologies are shaping our course actions every day. We cannot keep ourselves from this technological association and our mobile phones have become our friend, philosopher and guide. In this scenario, this study bears a big implication in itself.

This study is based on the authors’ ground study and is purely original and unique in the true sense.

This study aims to explore how graduate students in the social sciences develop reading and note-taking routines.

Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques.

This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors.

The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions.

Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students.

This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

The development of reader devices and improvement of screen technology have made reading on screens less cumbersome. Our acts of reading are not univocal, as we read in many different ways with many different goals in mind. Reader software can provide different levels of navigation support for the manipulation of digital text, presenting capabilities for analytic reading not available in the print‐on‐paper reading experience and compensating for our lack of orientation and feeling of omnipotent dominance of text. The parameters of e‐text reading and the issues of access remain central to readers and researchers, whether the electronic text is designed and packaged as an “e‐book” for portable reading devices, or resides on a server for distribution to library terminals to be downloaded to desktop PCs, laptops or tablet PCs. The power and functionality of reading software – note‐taking, highlighting and indexing capabilities, robust open searching across databases – are ultimately linked to open access issues: interoperability, text standards, and digital rights management. These remain key questions for libraries, publishers and researchers.

The purpose of this paper is to describe the information behaviors in which scholars regularly engage, in participants’ own words wherever possible, and discuss how those behaviors function in the broader landscape of scholars’ academic practice.

Scholars’ information behaviors were investigated using semi-structured interviews, along with document analysis. Three scholars recognized for significant contributions to their fields were identified from each of the three major divisions of academia (humanities, natural sciences, and social sciences) using intensity sampling, for a total of nine participants. Interviews asked each participant to describe a recent research project from conceptualization to completion, focusing on how scholars engaged with ideas, information resources, tools, and processes.

Information behaviors were found to permeate scholars’ work from conceptualization through publication, and included behaviors such as skimming, reading, data collection and analysis, and writing. Of particular interest are the specific information behaviors that fall into the broader category of information use.

This study uses established definitions of information behaviors to broaden the information behaviors conversation to include the entirety of academic practice. The study shows how scholars from across the academy engage with information throughout the course of their academic work, not just when they are engaged in more traditional information seeking activities.

The purpose of this study is to reflect on and analyse the sensory experiences related to the transition to remote work during the COVID-19 pandemic. The research seeks to understand how these experiences have influenced the integration of work practices into home and family life and the subsequent adaptations and embodied learning that arise in response.

The authors' research approach incorporates autoethnographic methods to explore the sensory, affective and emotional experiences of transitioning to remote work. The authors draw on principles of embodied learning, as influenced by Gilles Deleuze, and utilise a range of ethnographic tools including note-taking, audio memos, photography, shared conversations and written reflections to gather their data.

The study illuminates the ways bodies learn to accommodate the new organisational contexts that arise when the spaces, affects and forces of home and work intersect. It demonstrates how the integration of work into the private domain resulted in new affective and material arrangements, involving novel sensory experiences and substantial embodied learning.

This study provides a distinct, sensory-oriented perspective on the challenges and transformations of remote work practices amid the pandemic. By focussing on the affective resonances and embodied learning that emerge in this context, it contributes to the emerging discourse around post-lockdown work practices and remote work in general.

The recent focus on literacy in Social Studies has been on linguistic design, particularly that related to the grammar of written and spoken text. When students are expected to produce complex hybridized genres such as timelines, a focus on the teaching and learning of linguistic design is necessary but not sufficient to complete the task. Theorizations of new literacies identify five interrelated meaning making designs for text deconstruction and reproduction: linguistic, spatial, visual, gestural, and audio design. Honing in on the complexity of timelines, this paper casts a lens on the linguistic, visual, spatial, and gestural designs of three pairs of primary school aged Social Studies learners. Drawing on a functional metalanguage, we analyze the linguistic, visual, spatial, and gestural designs of their work. We also offer suggestions of their effect, and from there consider the importance of explicit instruction in text design choices for this Social Studies task. We conclude the analysis by suggesting the foci of explicit instruction for future lessons.

The paper aims to highlight the role of information capture within the scope of information behaviour (IB), especially with regard to young people in academic contexts.

The examination is based on insights from the pertinent literature and the author's considerable experience of working with youngsters.

A range of forms of information capture can be identified. The process may take place at several points in the overall spectrum of IB and have various causes. Although information capture and note‐making are sometimes considered to be very similar and, on occasion, the terms are used virtually synonymously, there is strong evidence to suggest that they are actually quite separate and should not be confused.

Work for the paper does not involve the undertaking of new, specially conducted research. Illumination is gained purely from the reading of source material and the author's reflection on his professional experience in schools.

After ascertaining the motivations behind capturing behaviour, it may be possible to identify deficiencies in students' skills, some of which may be remedied through teaching. Conversely, where capturing behaviour forms part of exemplary IB, educators may well consider instructing other students in the appropriate strategies.

The paper is unusual in covering an aspect of IB that is frequently overlooked in models. Although the article's principal readership is intended to be academics and information professionals, it should also be useful to teachers keen to learn more about how their students tackle assignments.

This chapter reviews student engagement and learning over of a six year study period (>500 students) in a technology rich learning environment. The technology rich learning environment in this project consists of tablet PCs for each student (1:1 environment), visually immersive multiple projection screens, and collaborative digital inking software. This chapter reviews the education problem being addressed, and the learning theory used as a lens to focus specific active learning pedagogical techniques to address the educational problem. From this problem-based learning theory grounded approach, the features desired in a technology rich learning environment were developed. The approach is shared in this chapter with specific detailed examples to allow others to implement technology rich learning environments with active learning pedagogical approaches to address specific education problems in their institution. The technology rich learning environment implemented and studied includes multiple hardware/software pieces to create a system level solution versus a single device or single app solution.

This paper's goals are to motivate the design of an electronic textbook that seeks to transform how textbooks are used inside and outside the classroom. In particular, it seeks to show that merely creating an electronic form of an existing paper textbook is not a sufficiently motivating condition for instructors and students to move from paper to electronic textbooks, and doing so misses much of the opportunities presented by electronic media to enhance learning from textbooks.

An electronic textbook application running on Microsoft's TabletPC operating system was implemented and used as the primary text in three offerings of an Introductory Computer Science course, with one section used as a control group. Student learning was assessed via course examinations and overall grades, and student perceptions and use of the textbook were assessed via surveys.

No significant differences in student learning or textbook usage were observed between students using the electronic and paper versions of the textbook. The surveys indicated a generally neutral reaction to the electronic textbook.

The number of students used to evaluate the electronic textbook's effectiveness was small, and the text was not evaluated in multiple types of courses.

Instructors often teach and assess students in such a way that reading the text is not required for success. If instructors continue to assign textbooks, a way must be found to motivate their use and improve the way students use them.

This paper gives guidance to those seeking to design and implement electronic books in an educational setting.