Objective 2.1 - Identify Pertinent Elements of Information

This step relies on active reading techniques. The processing is carried out according to one or several specifically identified reading objectives. As such, students try to answer questions by questioning the text or by observing different types of content.

The method used depends on the context, nature and format of the information available. Some digital documents that were retained after a search for information or handed out by the teacher can be highlighted and annotated. In other situations, when the source of information cannot be highlighted or annotated (write-protected document, real-time listening, listening to an audio-visual document or data report), it is more appropriate to save the identified information on a digital medium.

Students must be able to choose the right technique (highlight and annotate vs. save) and the right tool depending on the context, nature and format of the information to be processed.

Notions of relevancy and strategies are at the heart of this objective. Students can demonstrate the efficiency of their chosen method when retrieving documents or digital supports used to highlight or save the information.

The most relevant tools to carry-out this objective are office tools: word processors, spreadsheets, notes organizers, PDF document viewers, databases, etc.

Knowing how to highlight and annotate digital documents and to save information in a digital format are important assets for working collaboratively.

The purpose of this task is to transfer onto a digital format the advantages of paper and the annotation and highlighting techniques associated with it. Students carry out simple annotation and highlighting operations: highlight, underline or circle important parts of texts, link elements together with a line, comment or markup in the margin, add references, etc.

Even though this task refers to technical operations for highlighting and annotating, the challenge is to carry out this task in a strategic and efficient way, but also digitally. The objective is to identify the elements of information believed to be relevant. The task therefore relies on an intellectual approach. Also, codes (shapes and colours for example) that are used must be coherent and relevant.

The teacher may require that students provide a sample of their highlighted and annotated documents.

Students can explain the logic behind their method of highlighting and annotating.

The elements of information identified by the students are relevant. The highlights and annotations demonstrate that there is a good understanding of the components of the information processed according to the objective of the work to be carried out.

This task can be carried out:

• using PDF document annotation tools (such as Adobe Reader or PDF Xchange Viewer or tools available on tablets, such as Notablility and GoodReader);
• using revision and commenting tools integrated in office software such as word processors (Word, Google Docs, Pages or Writer) or in presentation software (PowerPoint, Google Slides, Keynote or Impress).

Here are some examples of concrete applications for this task:

• In literature, highlight different elements from a text such as the structure, the primary and secondary ideas, the vocabulary, etc. Highlight and annotate the text being studied;
• In special education, from a discipline-specific digital document: identify the characteristics of the functions of the work to be carried out and its conditions using current laws, regulations, standards and codes. Highlight and annotate the texts being studied.

Saving information (often associated with note-taking) can be carried out in different contexts:

• Processing information provided by the teacher or from the result of a research;
• Note-taking during lectures;
• Completing an assignment that requires listening to recordings;
• An activity involving observation;
• Following-up on a file or data as part of a professional activity.

The digital medium used can have different forms or names: file, register, book, folder, journal, data bank, ticket, etc.

In an academic environment as well as in other professions, this task is often carried out on paper (note-taking in class, handwritten notes onto a folder, etc.). But a digital support provides several advantages and the trend in this domain suggests that we adapt our practices (digital files, data entry applications, the use of students’ mobile devices in class, etc.).

It should also be noted how interesting collaborative note taking is when doing teamwork.

Teachers may require from students a sample of the retained information.

Students are able to explain the logic behind their methodology for retaining information.

Elements of information retained by students are relevant and well classified. This information demonstrates that they (the students) have a good understanding of the components of the information that was processed according to the objectives of the assignment carried out.

The precision, clarity and accuracy of the recorded information are obvious essential criteria.

This task can be completed using:

• a specialized note-taking tool (i.e. Evernote or OneNote);
• word processing software, either as free text or tables (i.e. Word, Google Docs, Pages or Writer);
• a mediagraphy management tool (i.e. Zotero or EndNote) which allows taking notes either from lectures or associated with specific documents;
• a spreadsheet (Excel, Google Sheets, Numbers or Calc);
• a general data base (such as Access or Base) or one specific to a particular domain;
• posts in a blog (WordPress or Blogger);
• an audio recording tool (vocal digital recording device or a software such as Audacity).

When working in teams, several office tools offered by Google and Microsoft as well as other tools offered online can be useful when taking notes collaboratively because of the sharing possibilities they offer.

Here are some examples of practical applications of this task:

• After having done research, jotting down ideas and observations by consulting annotated documents;
• In Nursing, save data, facts and observations related to the evolution of interventions and state of health of a patient in a patient record file;
• Taking notes while viewing video clips during an academic activity such as in a “flipped classroom”;
• In an English class, create an audio summary of class notes;
• In an occupational analysis class, create a technical notebook that can be use in future stages or apprenticeships.