Is the highlighter ever your friend?

I have highlighted much of what I read for probably 50 years. I started in college and I tried different approaches sometimes highlighting with different colors. My preference was the slim highlighter in yellow. When I began reading using my phone, iPad, and Kindle I learned how to highlight using these devices. My interest in educational technology led me to look more deeply into the opportunities to highlight and annotate on these devices and you may have read what I have had to say about these tools in previous posts.

Here is the thing about highlighting. If you follow the research on the efficacy of different learning/study strategies, you soon understand that highlighting is not particularly useful. I knew this too and I was interested in study techniques long before personal computers were a thing. I taught educational psychology to college students and study behavior was a topic I hoped the students would find relevant. In explaining highlighting’s poor record, I claimed students highlighted too much and may sometimes use highlighting as an excuse for not thinking. I called this the “I’ll get that later” strategy. Too often later never comes. Still, I continued to highlight and I assumed many of these students did too. 

There are good reviews of the research on highlighting (Dunlosky, et al, 2013) that reach the conclusion that highlighting has low utility. I think it is important to carefully understand the methodology used in the studies that investigate highlighting. What is the breadth of the perspective? In research that examines the application of note-taking, a distinction is drawn between the generative and external functions of notes. I think a similar issue applies here. The research indicates highlighting is not cognitively active and has limited generative value, but what about external storage. If it was an hour before a major test and I was trying to review the 120 pages that were assigned in my textbook, I would rather I had highlighted that book than not. 

Ahrens (citations appear at the end of this post) proposes that underlining (I would assume a practice similar to highlighting) is similar to what Ahrens classifies as fleeting notes. Fleeting notes are taken to quickly capture information and the idea of smart notes that Ahrens emphasizes focuses on the translation of fleeting notes into smart notes. A smart note can stand alone to convey meaning to the note taker and others and requires the note taker to use personal knowledge to generate a note that is meaningful. 

A recent Edutopia article on highlighting reached a negative conclusion about the value of highlighting (it may even hinder learning) and suggested solutions educators should propose that could be explained in a way very similar to what I have just proposed; i.e., fleeting vs permanent. They suggest that students a) annotate their highlights with short summaries and personal reflections or b) generate questions related to the content they have highlighted.

The Edutopia suggestions bring me to the topic I want to emphasize.

Technology-based reading offers advantages over paper-based reading that are seldom emphasized. I rely heavily on highlighting when I write on my Kindle or using a browser extension that allows me to highlight web content. I don’t read from paper much anymore, but when I do I also highlight a lot. When I use my iPad or computer to read and highlight, I tend to be using tools that allow me to add annotations (actually extended additions I would prefer to describe as notes) as part of the same integrated approach. I suppose I could read from a paper source and have a notebook on my desk at the same time, but I have never actually worked in this way.

If I take notes from a highlighted book or journal article, it is usually later in some process of a task such as reviewing material in preparation to write something myself. In thinking about how I work now, I propose that reading using a technology-supported environment encourages the process of creating meaningful notes earlier in this process. There is an efficiency when meaningful notes are made during the initial process of reading new content in comparison to trying to create the same context when trying to make sense of highlights or notes that simply move unprocessed words from one paper source to another after a delay. 

Given the opportunities of reading on a digital device, I think we are at a point where highlighting may have value. Under these conditions, highlighting services as a placeholder for what should be a fairly immediate generation of meaningful notes. The placeholder has two benefits – it marks and saves a location in content that offers the benefit of context should a reader need to make use of the source material later. The marked material is also isolated through highlighting and this would seem to benefit the note-making process.

I suggest it is time to prepare secondary students for these opportunities. I also argue that educators abandon the paper is best assumption. If learning is understood as a process with initial exposure not isolated from studying and review, I cannot see how paper sources have an advantage. Learn to use a digital highlighting and annotation tool and work this tool into your knowledge generation and storage work flow.

If my position makes sense to you, you may find the series of posts I have generated on note taking to be of value. 

Ahrens, S. (2017). How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking–for Students, Academics and Nonfiction Book Writers.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the public interest14(1), 4-58.

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Sharing Notes

Personal Knowledge Management (PKM) and the focus on note-taking have generated many new applications. At this point, I think that significant advances in leveraging notes for personal productivity will come from AI, sharing, and a combination (AI identifying connections between personal notes and shared notes). I have written about AI applications in a previous post. 

My emphasis here is on some note-sharing services I have explored. I will first identify some of the issues I think are important in committing to a service and then will present several sharing services. It is not feasible to cover the many options for sharing, but the services I describe should serve as a starting point for others and should offer some issues to consider.

Issues

1. What content are you interested in using as sources for your notes? My personal situation involves web content, pdfs, Kindle books, and ideas that pop into my head. Services may not cover all of these sources. For example, I am a retired academic and as a consequence continue to read and use journal articles (research studies) in guiding my thinking and writing. At this point, I read journal articles by downloading pdfs from my University library. I want to highlight and annotate these pdf and then connect the ideas I discover. A similar source for me is digital books (Kindle). The point – the services I list differ in which of these sources they easily integrate. Some services, surprisingly, don’t allow you to just generate a note from scratch but are focused on saving content for existing sources. 

One side note – I have had interactions with developers related to sharing content from Kindle books (highlights). I wondered why you could view your own highlights within a service and yet not share these highlights. I thought it was about copyright concerns and they suggested this was true,. I suggested that if this was the case, they should at least allow notes taken to be shared. 

2. Social sharing requires social connections. How do you get from your personal involvement with a service to finding others with relevant information? Are you expected to find people outside of the service and talk them into joining and then connecting with you? This is kind of a “bring your own group” approach. This may be what you want. It is not what I need. I retired from my university job five years or so ago. My interests have changed since that time and I no longer have colleagues interested in these new topics I can encourage to interact with me through a social service. Does a service have a way to identify others with interests I can describe who might be willing to share with me? This is presently a big issue for me.

3. Cost – what are you willing to pay for a sharing service? Are you willing to pay anything? Would you be willing to pay after an opportunity to try a service and perhaps develop the connections necessary to make a service effective for you?

Examples (organized by the length of time I have used)

Diigo

I have used Diigo for a long time and pay $40 a year for the premium service. Most of my Diigo content is public so you can take a look. Diigo can be used as a browser extension to save highlights and notes from web pages. It can work with pdfs. Probably the most unique function allows the transfer of highlights and notes directly for the online storage of Kindle notes and highlights. A newer function allows the population of an outline by dragging content from annotations and notes. 

With the educational option of Diigo, I can create a group and share annotated bookmarks to that group. Google offers ways to find others with interests you may find relevant. I admit I have found these methods difficult to apply (try “search by sites”). 

MEMEX Go

Memex is under development and yes it is still a service I have used for the second most time. Memex uses a browser extension to allow highlighting and annotation of web content. It allows annotation of pdfs that are stored locally so what is available for social sharing are the highlights and notes only. Kindle annotations cannot be moved directly to Memex, but an intermediary such as Readwise can fill in this gap if important. This would require an additional paid subscription.

You can share individual notes or thematic collections (Spaces). The following image should the icon used to display a single note and the link that is then generated to share.

The notes from individual sources can be aggregated into Spaces. Think of a Space as a collection and this service’s alternative to a tag. A Space (collection) can be shared (see people icon in image indicating which Spaces have been declared public for sharing). When designating a Space for sharing the host differentiates whether those receiving the link to the Space can comment on existing resources or can have full access and add new resources.

Mem X 

Mem (and Mem X) are really more note storage platforms than bookmarking services. Mem includes a method for cutting and pasting content from other locations that is pretty handy (you don’t have to activate Mem when applying this technique so it transfers the “copied” content to the service automatically from other sources). I include Mem because it promotes the linkage of notes and it makes use of the AI suggestions to do this if you purchase the Mem X option. 

The social component allows AI discovery of connections within “teams” or with identified colleagues. Mem makes a good example of the challenge of connecting. You don’t have to make use of the formal “TEAM” tier that Mem sells and which would make sense for organizations with groups working together. You can connect with other individuals, but how do you find them? This is the classic network problem new social platforms face. The platform can offer better opportunities than existing services, but the inferior existing service has existing connections among individuals that are more valuable than the capabilities of the service itself. 

Mem X would be a great service if you had a way to bring a group to the service. A class of students or a series of classes taking the same course over a couple of years would be a perfect way to start a group with some common interests.

Mem is presently available at no cost so I still encourage those interested in note storage and the organization of stored notes (say an alternative to Obsidian) to investigate.

Glasp

Glasp is a developing “social web highlighting (their description”) service. The focus on web content highlight and annotation makes the service more limited than some of the services I have included here. You highlight/annotate web content and add tags if you want. The features I like allows search of public content highlighted by others using tags. Tags can be used to find the public content stored by others and finding these resources allows you to find others to follow. There is no need (or requirement if you see this as a problem) in negotiating whether someone will be a collaborator so the issue of creating a personal social network is a lot easier.

My video Glasp tutorial

Conclusion

I don’t see trying to rely on just one of these options. I pay for three and this would be unnecessary except I want to explore a couple of these services as they develop. If all are new to you, you should be able to try the free/trial options to see what you think.

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Questions to ask in interpreting research on note-taking

There seems to be a great deal of interest in note-taking. I say this from the perspective of an academic who has been interested in note-taking since the 1970s. The present interest seems to come from two distinct directions. Technology has played a role in both areas of interest. First, there is the focus on personal knowledge management (PKM). This focus recognizes the role knowledge plays in many occupations and proposes that technology can be used to store and organize ideas one encounters so that these ideas can contribute in the future. Associated with this perspective is the idea that technology can be used to build a second brain offloading the less-than-ideal efforts of memory to a technology-enabled environment that can be consulted when ideas and insights generated earlier might be useful. 

The second perspective comes from the educational perspective more familiar to me and questions whether notes and annotations related to learning experiences (listening to presentations and reading educational materials) are best processed via paper or screen. As a college learner, you likely took notes in class and highlighted and annotated your textbooks. Now that we carry laptops and tablets to class and read ebooks as an option to traditional textbooks, does it matter if we annotate and take notes on paper or screen?

Those seeking to guide note-taking given these options frequently reference existing research to offer advice. As someone who has reviewed the research in this general area for decades, I sometimes disagree with how the research findings are interpreted. By interpreted I mean that the results of studies are based on the data collected, but more importantly constrained by the methodologies that were used to generate the data and the topics that methodologies best address. Simple conclusions such as “notes taken in a notebook by hand are best” may accurately describe the result of a specific study but may be misleading if generalized to an applied setting that offers a different set of expectations and different options for behavior.

I have been trying to imagine how best to explain the complexities that are involved in translating the note research to applied settings. I have decided I can offer several questions that can be asked of the research and explain why the answers are likely to strongly influence how the results of research should be applied. 

 Will I be allowed to review my notes?

This may seem a silly question, but I include it because researchers may conduct research not allowing that the notes taken be reviewed because of the question the researchers are asking. Most of us take notes because we want to have something to review before we take an exam or before we take some other action requiring an assist to memory (e.g., what was I going to get at the store). Research on taking notes tends to be based on a theoretical model proposing two hypothetical benefits to taking notes. First, notes offer an external storage mechanism. We can review notes. This use is obvious. Second, taking notes may help us process information when the information is first encountered (while we listen or while we first read). Often called a generative function, the idea is that taking notes is an active way to pay attention or think about ideas as they are encountered and this focus or interpretation may not happen if note-taking was not involved. 

In most of the applied settings in which we take notes both generative and external storage benefits are probably involved, but researchers find value in using a methodology that isolates the potential benefits of each benefit. Often, the focus is on differences in how notes might be taken to maximize the generative effect. For example, because most of us can type faster than we can write by hand, notes taken using a keyboard tend to be more complete. This capability to record more complete notes using a keyboard leads to a surprising consequence. If a study compares what is remembered/understood after taking notes using laptops versus paper notebooks and no review is allowed, many results show that retention is better when taking notes by hand. The logic used to explain these results suggests that learners must think more carefully when they can record less information (handwritten notes) and this selectivity results in a more active type of processing generating better understanding/retention. 

Some use such results to conclude we should continue taking notes with pen and paper. Educators might not allow students to take notes using a laptop. However, does this really make sense? Most actual applications of note-taking involve the intent to have a quality set of notes to review/study. How often would we take notes and then discard the notes on the way out of the classroom assuming the benefit of the notes has been achieved? 

So, when research is offered arguing taking notes on paper is superior to taking notes using a computer, review the methodology to see if participants were allowed to study the notes they took. 

Who am I taking notes for?

There may be a better way to phrase this question, but my intent is to draw a distinction that involves who has decided what is important to know and retain. With PKM, notes are intended to serve a future purpose typically determined by the note taker. I take notes because I think the information may be useful in a future writing project. Others might take different notes on the same material because they foresee the notes serving a different purpose. 

The research focused on student study behavior involves a different situation. In such situations, the instructor will create some assessment approach and the learner is preparing as best they can for this assessment. They may try to predict what should be emphasized, but they are in a situation in which complete representation of the ideas in the content presented is the best strategy.  Hence research that demonstrates a given approach (keyboarding) allows a more complete record, might be the type of research that is of greatest value.

Can I control the pace of the input?

Taking notes from an audio or video presentation and from a static source such as a book or web page have several obvious differences. One that is particularly important is the pace of the input. A static source can be studied at whatever pace the reader applies. A source that changes requires that the viewer/listener keep up.

Human cognition has a built-in bottleneck that is important to recognize. Cognitive researchers refer to this bottleneck as short-term memory or working memory. Working memory has both capacity and duration limits. Translated this means each of us has the capacity to be aware of only so much at one time and what we are aware of will slip from awareness unless we concentrate our attention on this information. Both limitations come into play when the source for information is constantly changing. Activities such as thinking and note-taking both take time and require that we hold what we are thinking about and consume awareness in holding this information. Meanwhile, the input continues to roll along offering new information that is either ignored or substituted for the information that is presently being considered. Perhaps it is fair to conclude that taking notes from a static page and an ongoing lecture exert different demands and require different decisions. When you decide to record a note from a lecture you are risking missing something and this is not the case when you can return to a printed page when you want. 

The difference between taking notes from a dynamic and a static source interact with other variables I have already mentioned. For example, if recording notes from a keyboard is easier than with pen and paper, the decision to use a keyboard probably has greater consequences when listening/watching a dynamic input. 

Here is one related advantage of tech for note taking many do not realize exists. There are several apps that allow an input to be recorded while notes are being taken (see my review of SoundNote). Such apps link the notes to locations in the recorded sound. When reviewing such notes and encountering something that seems confusing, the linked audio can be replayed offering the note-taker a second chance. Other useful strategies can also be applied. For example, if you know while taking notes you do not understand or missed something you can simply enter a cue in your notes – perhaps ???? – and use this prompt to review the confusing audio at a later time. 

Is annotation of the source allowed?

This question applies to text inputs and typically to K12 settings. Often learners in this setting are not allowed to annotate/highlight the content they are asked to read. You are not allowed to mark up your textbook. Magically when you get to college and purchase your textbooks, study tactics are allowed you did not practice in high school. 

Again, technology changes this situation at all levels of education. eBooks can be annotated and highlighted because the ebook itself is not passed on from class to class. The eBook environment also allows a form of note-taking that is more flexible than that which can be added in the margins of a page. The amount of information that can be included in a note is greater and the note itself may contain elements such as web links that are not realistic additions in the margins.

Is there an activity assumed to happen between recording and application?

One final distinction between the types of note-taking that happen in experiments and the way notes can be used in applied situations concerns when and how frequently notes are reviewed after creation. Study skill experts sometimes recommend both multiple reviews of the notes taken and reviews designed to accomplish specific goals. For example, if a student reviews the notes taken soon after the initial exposure to the information that was presented, the student typically still has a memory for the context of the presentation and content not necessarily recorded in notes taken during class. Reviewing notes at this point in time allows an upgrade to the notes and the review itself positively impacts achievement when understanding must be demonstrated. 

There are related opportunities when note use is understood to allow more than simple review. For example, there has been great interest in collaborative notes or expert notes as a way to enhance the notes taken by individuals. Efforts by those developing technology-enhanced approaches to PKM are even exploring the use of artificial intelligence to identify notes on similar concepts generated by others. 

Conclusion

My goal in identifying the issues that appear above is to help readers understand that the note-taking and external knowledge representation field is more complicated and interesting than one might assume. It is easy to be misled if one seizes on the conclusions of single experiments if one does not carefully analyze the methodology that was used to generate the data leading to the conclusions of the researchers. 

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Digital reading and the breadth of perspective

I have been reading content focused on the role technology can play in enhancing human productivity. Among the works I have reviewed is a 2012 book by Marc Prensky titled “Brain Gain”. Prensky is clearly a technology optimist and argues the need to counter all of the negativity one encounters from authors encouraging readers to focus on the negative (e.g., The Dumbest Generation; The Shallows; Alone Together). Prensky suggests that the negativity must be interpreted within a broader context (breadth of perspective) and with the understanding that it takes some time to learn how best to apply any new technology.

In an effort to apply these ideas myself and to update the application of these suggestions to a more recent controversy, I find myself thinking about the concerns of those who investigate the difference between reading from paper and the screen and the recommendation of these researchers for classroom practice. While there are a few researchers who push back and the mechanisms differentiating the two means of text processing have yet to be consistently identified, I think it fair to summarize the present position of “most” is that reading from a screen is inferior. I can generate all kinds of limitations I see in the existing research and assumptions associated with the findings, but such an analysis is not the focus of this post. I find Prensky’s recommendation that the breadth of perspective be considered useful and an interesting way to explain my general argument in support of digital reading.

My argument – A) Adults learn from reading from a device so educators should be preparing learners for this future and B) the type of learning adults do works better when reading with the benefit of technology. 

Most of the research I have reviewed compares screen and paper reading experiences within a very limited time frame and with a specific immediate dependent variable. In other words, learners read the same text either from paper or screen (or both in a within participants methodology) and then complete some assessment of understanding. Ignoring all uncontrolled variables that may be relevant, let’s just say that there is a benefit for reading from paper. 

Even in a school context past the early grade emphasis on learning to read, this is not really how reading text is applied. Learning to read morphs into reading to learn and learning implies the use of understanding at a later point in time. Various ways of describing this transition may be useful. One that is pretty straightforward is exposure versus study. Expanding the perspective on the use of newly acquired information really recognizes that exposure is not assumed to be the end of the process and students perhaps in interaction with the teacher and classmates will continue to process newly acquired information to assure understanding, retention, and application. A simple flow of processes might suggest – exposure, understanding, storage, retrieval, and processing for application. 

Paper vs. screen is not applied in evaluating which approach is better for this flow. Most adults engage while in the stage of exposure with additional processes such as highlighting and note-taking. Notes may be added in the margins or separately. Most K12 students are not allowed to highlight and generate marginalia even though adults commonly do this while reading from paper. If you have read other posts I have written, you probably realize where this is now going. Technology offers opportunities for storage, search, and exploration of ideas that cannot easily be duplicated with paper (even notebooks). Once you add in the life skills needed to accumulate personal content across long periods of time and to combine inputs from multiple sources sometimes needing to resolve inconsistencies, I hope you can see that the skills we are focusing on, certainly in k12 and perhaps even in higher education, ignore the power of the digital representation of what has been identified during exposure, the continued personalization of what has been identified as meaningful summarizes, the opportunity to store such personalizations and link them to personalized insights from other sources identified at other times, and the retrieval of individual insights and connections of insights when what has been learned can be useful. 

We may have yet to meet Prensky’s second goal (i.e., understand how best to apply new technological tools), but even our existing strategies (storage of information summaries and insights as notes) can easily be improved by taking digital notes while reading/listening and reviewing these notes (e.g., SoundNote for notes for listening). Refinements in how these digital tools will be used in education will require experience that will follow introduction to students and extended student use. My point – it is time to start exploring in classroom settings. 

My previous posts on digital notes.

Prensky, M. (2012). _Brain gain: Technology and the quest for digital wisdom_. St. Martin’s Press.

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Social bookmarking and note-taking with Memex 2.0

Internet tools frequently allow social features such as resource sharing. This post focuses on Memex 2.0 (computer) and Memex Go (phone/tablet). These tools offer an environment for social note-taking and resource sharing. At this time, you can sign up for a free account with the expectation that when fully developed the service will be subscription based. When you explore the resource, you will be asked if you want to commit $150 to the project. This investment which I decided to make is to be applied to extend coverage once the subscription model applies. The explanation for this approach is described as avoiding the need to rely on venture capital which I assume is supposed to give the company greater flexibility in the long run.

Memex works great as a personal social bookmarking and annotation tool, but also allows control of social sharing allowing groups/teams to share resources. The tool also allows sharing publicly. After explaining how this tool works, I will share several collections of resources I have created. You don’t need to add Memex as an extension to view these resources. The capability to create collections (called Spaces in Memes) that can be viewed using any browser represents a convenience educators can apply to sharing with students. For students to collaborate, everyone would have to first add the extension before contributing to a group resource collection project. 

Using Memes 2.0

On a computer, Memex 2.0 is an extension you add to a browser. The icon to activate it appears in the icon bar at the top of your browser (see red box). When you select this icon, the drop-down shown below appears. “Search Memex” opens the view shown in the next image and allows access to the resources you have stored and the opportunity to find specific resources through search. If you are trying to add a new bookmark, you activate Memex when you have reached the page you want to bookmark on your browser. You then activate Memex with the Memex icon from the menubar and then select “Bookmark this page”.

With Memex activated, selecting a text within the content being viewed within a browser brings up the options for highlighting the selected text or adding a note.

The following page appears in your browser when you use the “Search Memex” option. At the top of this display, any text entered in the green box will display those stored resources containing the search term. The rest of the display consists of three columns. The column on the left contains general controls and the list of “spaces” you have created. Spaces are collections and any given resource can be assigned to multiple spaces. The collection of bookmarks associated with a Space is retrieved when selecting a Space listed in the left column.

The central column contains the stored bookmarks. A given bookmark allows access to the original page with any embedded highlights or annotations. Each bookmark indicates the Spaces to which a bookmark has been assigned.

The column on the right displays the highlights and annotations that are associated with a selected bookmark. The small speech bubble appearing within a given bookmark (see red box in the third bookmark) controls access to the display of the isolated highlights and annotations.

At the top of the third column is an icon that determines whether the isolated content is public or private and an icon that allows the isolated content to be exported.

Individual entries among those isolated can be exported in multiple formats (below). As an example, I sometimes enter a note in Memex that I know I want to add to Obsidian. I select the Markdown options so that the content will be exported with the format to incorporate a link that preserves the context for the note or highlight, the title. and the highlight or annotation. This content is copied when one of the markdown options is selected and then pasted into the desired location. In my case, I open a note in Obsidian and then paste this content. See what this looks like in the following image.

This is a note in Obsidian showing content pasted from Memex. Obsidian expects information added to make use of markdown.

Memex 2.0 is a social service. So content entered by one individual can be provided to others. Memex content can be shared directly to the Memex installed by someone else or in a format for public viewing within any browser. As I mentioned earlier, the approach intended for general viewing would be the approach I would expect an educator to use to share a collection of resources to colleagues or students. As a demonstration, I included the links to some of my own spaces.

Shared resource Spaces

Book Notes

Coding 

Mastery 

Note-taking 

School gardens 

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AI augmented thinking

I have become quite interested in the history of attempts to use technology to support personal productivity. Rather than begin at the stage of visionary speculation (e.g., Vannevar Bush’s Memex), I will use my own history of using digital technology to generate written products. A point to consider from the beginning of this description – what follows depends on my own recollection of the features of the digital tools I have used which may be incomplete or flawed. I am more certain of the chronology of tools.

Most of my academic work involved reading what others had already written and using my understanding of these inputs to guide my own research and writing. In a career that covered 40+ years, this involved reviewing hundreds of books and thousands of journal articles in order to produce a number of research articles, a couple of books, and more recently thousands of blog posts. Technology played a role of even my early writing if you count learning a markup language that was used to generate a dissertation initially stored on 80 column computer cards. Let’s ignore the next decade or so and skip ahead to time associated with the availability of the personal computer.

I would like to focus on what has come to be described as a second brain. My early research interest in classroom note taking has always caused me to use the description of “external storage” which was accurate at the time, but now seems too narrow. I now see the use of digital tools as striving for more than just storage. I don’t like term second brain because the phrase is too ambiguous. I think in terms of a verb – externalization. Digital tools may result in an internal record, but getting to what is stored externally is also important and understanding the value of the process or work flow enabled by digital tools is very important. This work flow is also external.

Looking back and looking forward

In preparing my comments on this topic, I have considered several ways to explain both my personal experiences and how I see progress in using technology to facilitate knowledge accumulation and the creative process. Looking back and looking forward popped into my head as a way to explain an important aspect of how the use of technology has evolved within this domain.

In my own career, my early work typically began with general reading of books and academic journals. There were certain topics I emphasized, but I knew it was wise to at least broaden what I read to topics I might cover in the classes I taught. In this exploration, I took notes on what I decided was useful and/or important information. Once in a while, I encountered an idea that really intrigued me and I wanted to make certain I would add to the topics I talked about with students or perhaps I wanted to incorporate into my research and writing activities. 

These more unique discoveries often motivated me to look back. The author typically offered an idea I thought was important, but also tied it back in some way to ideas recorded in other documents. To be cited, these earlier documents were older. I used the reference section of the document I was reading to identify these sources and could then locate and read the documents published at an earlier date. This process might continue through several iterations until I either ran out of time or the historical content seemed less useful.

Looking back enabled a certain kind of linking. It helped me see how ideas built on other ideas and often how ideas diverged as new information was discovered. The literature itself has built in linkages and by following these connections I could built my own understanding and sometimes generate an external representation of this understanding.

The limitation of looking back while helpful was that it did allow an easy way to look forward. I could make crude efforts such as trying to find newer work the authors I read had generated, but this was not an easy process. If you are familiar with Google Scholar, you are familiar with a technological innovation that allows a form of looking forward. Google Scholar accumulates the citations from published work and provides a list of articles that cite an article you target with a search. This collection of citations offers a way to consider how work that follows the searched article used the information in the article you identified. What applications were attempted and how did they work? What limitations were considered and were these limitations proven to be valid. Have some of the core ideas been extended in useful ways? Now, I had to do the work of reading the new material I thought might be informative and often draw my own connections and conclusions, but at least the web of citations Google Scholar makes available is a way to start. 

A twist on my way of thinking might be understand this as a social system. It is not a purposeful system as might be involved when a group of individuals works with each other to contribute to a summary valued by all. There are now digital tools for such efforts. It is simply a way to cross reference connections others have observed.

Technology-enabled discovery functions involving methods beyond the example of looking forward I have just described are the area in which I see most innovation occurring.

Technology supported thinking

Supported is the key word here. We still do the thinking, but technology can allow supports that compensate for some important limitations of the cognitive system. Retrieval makes a good example. We often know things were are unable to recall when information would be useful. The search features of technology tools often can substitute for our own efforts at retrieval.

The developments I want to describe can be understood as the evolution of reference managers. By evolution, I mean tools originally designed to store, organize, search, and export the citations stored as references have become much more and now have become external environments within which the user can think by discovering new information to expand how existing ideas are understood and gain understanding by summarizing and speculating about what others have proposed.

A technological reference manager was originally a way to store references either by the entry or importing of citations. Once entered, references could be augmented by tags, annotations, and perhaps the abstract of the original document and connections to the full document as a pdf. Having this content in a digital format allows retrieval by search and the surfacing of other stored documents containing the same search phrase or tag. Aside from the value of just having such information in a form allowing easy retrieval, reference managers saved users a lot of work by allowing citations to be output in a format that could be used as a reference section for written outputs. As an example, I used EndNote for many years. I don’t mean to imply that EndNote is a primitive reference manager as tools of this type have become more powerful over time.

I would argue that an important extension of such reference managers occurred when the tools encouraged users to write earlier. If you consider the role of tools in the process of moving beyond storage and retrieval more toward personal application, writing earlier means that a tool is used closer in time to the original exposure (reading, listening) to record personal insights, interpretations and possible applications. So, I might collect references over many years in anticipation of eventually using the sources in writing something original. Rather that wait until I want to write something to review and then trying to find ideas in my digital database of resources, I now create summaries of my ideas upon initial reading which may make later application of the content still embedded in multiple documents (perhaps highlighted) much more efficient. When I am initially reading something, the context is right there making it easier to personalize ideas I might have. I cannot necessarily anticipate how ideas will eventually be used but I can avoid much of the time and effort required to reread what might or might not be useful to get to the point of reactivating an understanding of a primary source. There is also cognitive value in generating personal summaries for understanding and transfer and while such summaries could be stored external to the type of tools I am describing here, connecting such summaries with the citation and pdfs offers some advantages for retrieval and contextualization.

I use the following tools to add annotations, notes, and highlighting to pdfs (both are Apple tools). There are many similar tools. 

Bookends

Highlights

I extract some of my summarizations and organize them in Obsidian. 

Discovery seems to be moving to AI

I would recommend any of the tools I have mentioned to anyone wanting to keep track of useful sources they have discovered. I am now going to describe some opportunities that are attempts to extend the cognitive benefits of what I have described using artificial intelligence (AI).

When I described Google Scholar as forward looking, I was describing a service that identifies other sources that are related in some unstated way to an earlier source. What if the discovery of associated content could be identified in other ways? Our own memory often works through association. One idea makes us think of something else and sometimes noticing this connection turns out to be very useful. Perhaps it is a connection we have not considered before. The AI applications I am describing here attempt to do something similar. As I understand the process, the AI creates summaries that are stored and then attempts to locate similarities across other generated summaries. In some of these cases I have explored, the units of association are smaller than an entire document. You can read a summary of one approach and determine if my interpretation is at least close. Such possible connections may exist unnoticed in summaries you have already stored yourself or perhaps in summaries generated by others working on the same issue. Once discovered, you can consider the possible connection and determine if you think there is something valuable in the relationships you explore.

Here are some of the efforts using AI I have been exploring. It is too early for me to offer personal comments about the usefulness of these tools as effective use would seem to require I create a significant amount of stored content the systems can use to identify connections.

DevonThink

Mem X

Semantic scholar/reader

These examples are available for exploration. Mem X strikes me as something I might pay to use ($10 a month) after an exploration phase. The Mem X note-taking app has an advanced feature called smart search that allows what the developers call serendipity. The purpose of this feature which seems the main differentiator from the free Mem is this capability of knowledge discovery (among teams) and rediscovery for each individual. Semantic Scholar (wikipedia description) is available now and Semantic Reader is under development with some examples available for exploration.

One final comment. The final tools I list and the more general common on AI refer to tools that support the work of thinking. The distinction between support and thinking itself is important. I doubt that traditional sresearch will surface evaluating the value of such support. Unlike the work I studied years ago that evaluated the value of taking notes (the generative function) and external storage (the value of consulting these notes at a later time), the value of suggested relationships among ideas would be difficult to investigate in a controlled fashion. This is likely to be a topic that will rely on anecdotal reports from those trying something out and if the reported experience is positive the investment of time to see if the tool is helpful to you. I don’t think we are really to the point yet that even the anecdotal recommendations are really available. My purpose is proposing that such tools and the related explorations by individuals are underway. You can join the exploration if you are so inclined. 

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Key ideas and lateral reading

I promised I would offer some examples of ways to teach annotation and note-taking. Here is an example of an experience that Cohen called “sideways” reading. Within the literature focused on dealing with online misinformation, I have heard it more commonly called lateral reading. I propose an activity that focuses on two skills: identification of key ideas and cross-resource investigation of these ideas. These two skills are implemented through highlighting, online search, annotation, and linking. The learning experience requires that students are assigned a reading and are then asked to highlight the key ideas from this resource and then engage in online search to extend their understanding of these ideas. If the focus is on resource evaluation, the online search would focus on determining if key claims are verified in other resources focused on the same issue.

The tool I recommend for this activity is the free version of Evernote. Evernote is a versatile tool that allows the clipping of online content, the annotation of saved content, and the sharing of any annotated material. I am using Evernote in this example as a browser extension.

Web content is “clipped” to Evernote by activating Evernote from the iconbar while viewing the desired web page in the browser. For this activity, I find the “simplified” version option most useful. The intent is to concentrate on the text and this option eliminates other parts of the browser display that are not part of the core article.

When you open the clipped content in Evernote, you have access to tools for acting on the original material. I have used the highlighter to highlight in three colors – red for what I decided was the key idea from the document, yellow for other important information, and pink to identify links I have added based on my lateral reading. Evernote allows me to add text which I have enclosed in brackets and then I have linked this text to the articles I found in my search for information I thought might improve my understanding of the content. For this example, I selected an article on the teacher shortage because I thought educators might find this to be an interesting topic.

Finally, the share button (see image above) allows me to send the composite of the original and my annotations to others. I would have students submit their work in an email, but I am sharing the link below so you can see what a composite document would look like.

https://www.evernote.com/shard/s2/sh/9b1da985-8e52-459b-acf3-572da920608b/179f6e93d405755d0f8365ae4fec1e7d

Cohn, J. (2021). Skim, dive, surface: Teaching digital reading. West Virginia University Press.

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