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Teaching Powerful Note-Taking Skills

4c: Teaching Powerful Note-Taking Skills

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Module References

Bligh, D. A. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.

Boye, A. (2012). Note-taking in the 21st century: Tips for instructors and students. Retrieved from 

Broderick, B. (1990). Groundwork for college reading. West Berlin, NJ: Townsend Press.

Carrier, C. A. (1983). Notetaking research implications for the classroom. Journal of Instructional Development, 6(3), 19–26.

Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.

Cohen, D., Kim, E., Tan, J., & Winkelmes, M. (2013). A note-restructuring intervention increases students’ exam scores. College Teaching, 61,95–99.

Cottrell, S. (2008). Palgrave study skills: The study skills handbook (3rd ed.). Basingstoke, UK: Macmillan.

DeZure, D., Kaplan, M., & Deerman, M. A. (2001). Research on student notetaking: Implications for faculty and graduate student instructors. Retrieved from 

Heward, W. L. (n.d.). Guided notes: Improving the effectiveness of your lectures. Retrieved from 

Huxham, M. (2010). The medium makes the message: Effects of cues on students’ lecture notes. Active Learning in Higher Education, 11, 179–188.

Intervention Central. (n.d.). Guided notes: Increasing student engagement during lecture and assigned readings. Retrieved from 

Johnston, A. H., & Su, W. Y. (1994). Lectures—A learning experience? Education in Chemistry, 35, 76–79.

Kauffman, D. F., Zhao, R., & Yang, Y.-S. (2011). Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning. Contemporary Educational Psychology, 36, 313–322.

Kiewra, K. A. (1985). Providing the instructor’s notes: An effective addition to student notetaking. Educational Psychologist, 20, 33–39.

Kiewra, K. A. (2005). Learn how to study and SOAR to success. Upper Saddle River, NJ: Pearson/Prentice Hall.

Kiewra, K. A., DuBois, N., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83, 240–245.

Langan, J. (2007). Reading and student skills (8th ed.). New York, NY: McGraw-Hill.

Longman, D. G., & Atkinson, R. H. (1999). College learning and study skills. Belmont, CA: Wadsworth.

Marsh, E. J., & Sink, H. E. (2010). Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology, 24, 691–706.

McKeachie, W. J. (1994). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (9th ed.). Lexington, MA: D. C. Heath.

Medina, J. (2014). Brain rules: 12 Principles for surviving and thriving at work, home and school. Seattle, WA: Pear Press.

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25, 1159–1168.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.

Peper, R. J., & Mayer, R. E. (1978). Note-taking as a generative activity. Journal of Educational Psychology, 70, 514–522.

Potts, B. (1993). Improving the quality of student notes. Practical Assessment, Research, and Evaluation, 3(8).

Rotenberg, R. L. (2010). The art & craft of college teaching: A guide for new professors & graduate students (2nd ed.). Walnut Creek, CA: Left Coast Press.

Stefanou, C., Hoffman, L., & Vielee, N. (2008). Note-taking in the college classroom as evidence of generative learning. Learning Environments Research, 11, 1–17.

Stutts, K. J., Beverly, M. M., & Kelley, S. F. (2013). Evaluation of note taking method on academic performance in undergraduate animal science courses. NACTA Journal, 57(3), 38–39.

University of Nebraska. (n.d.). Teaching students to take better notes: Notes on notetaking. Retrieved from 


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