We should also acknowledge that when revisiting some of our references again later, we're doing so with a dramatically increased knowledge and context of a particular problem which we may not have had when we first read a piece or took the notes.

Not many here are writing or talking about these small sorts of insights into learning and writing or generating new work. Perhaps we should do more to acknowledge this hermeneutic cycle in our work?

reply to u/stjeromeslibido at https://www.reddit.com/r/Zettelkasten/comments/10wj6tv/comment/j7uexbk/?utm_source=reddit&utm_medium=web2x&context=3

dataview plugin - check in on this for queries and MOC

citations plugin - zotfile

• cat's walkthrough shows all this stuff

A somewhat useful overview, but skips some of the detailed specifics which we'll need to pull up elsewhere.

Ke. Q., (2006). Interdisciplinary research and technological impact. Computer Science Digital Libraries Cornell University. Retrieved from https://arxiv.org/abs/2006.15383.

Let me dive into these articles.

Rahmani & Sadeghi, 2011 found that teaching Iranian EFL students how to take notes using graphic organizers, the experiment group did better in recall and comprehension tests.

Boyle, 2013 used a method called "strategic note taking" which performed better than regular note-taking methods. What does regular and strategic note taking measures mean?

Boyle's paper goes over strategic and guided note-taking.

guided notes

Guided Notes are teacher-prepared handouts that outline lectures, audiovisual presentations, or readings, but leave blank space for students to fill in key concepts, facts, definitions, etc. Guided Notes promote active engagement during lecture or independent reading, provide full and accurate notes for use as a study guide, and help students to identify the most important information covered.

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strategic note taking

Before the lecture begins, the students identify the lecture topic and relate it to what they already know. This helps to activate prior knowledge and make information more meaningful.

During the lecture, the students record notes by clustering three to six main points (or related pieces of information) and immediately summarizing them for each section of the lecture. Typically, this process will be repeated multiple times throughout the lecture. The clustering of ideas helps students remember the information, and summarizing helps them to monitor comprehension and store the information in long-term memory. To effectively teach students how to record important information, and summarize the content, the teacher can introduce the students to the CUES strategy. The teacher should do this while teaching students how to effectively use the strategic note-taking paper, making sure to emphasize that the C (Cluster) and U (Use) steps should be used when listing lecture points in the section titled “Name 3 to 6 main points with details as they are being discussed,” the E (Enter) step should remind them to enter vocabulary terms in the section titled “New Vocabulary or Terms,” and the S (Summarize) step should be used to quickly summarize the clustered lecture points under the “Summary” section. In addition, it is important that teachers encourage students to use abbreviations as they often do while texting to help them to record notes quickly.

At the end of the lecture, the students should always list and describe five important lecture points that they remember. Although this serves as a quick review of the lecture, students should review their notes to help them retain and recall the information presented during the lecture.

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PDF Worksheet

source: local file | DOI: 10.1177/0741932511410862