ABSTRACT
This chapter explores how online annotation activities can be a powerful driver for developing students’ active reading skills in history. Active reading is defined here as students’ ability to engage purposefully with a text to develop their knowledge and skills. The chapter focuses on two elements: the use that was made of an online resource annotation tool, Talis Elevate, to support student reading activities and the pedagogic strategies that were adopted across the history program at the University of Lincoln (UK) to promote active reading. Emphasis is placed on the impact of the shift to fully online learning from March to June 2020, as this period witnessed an intensification of usage of the online annotation tool.
