The purpose of this exploratory study is to examine the patterns of university students' textual markings made when interacting with electronic documents. During active reading processes, students read research articles for self-learning and instruction in their individual study areas. Each e-document was then examined to determine the kinds of information marked by the students, as well as the document marking approaches. Descriptive and inferential statistical tests were used to analyse the data and to determine the differences between various marking patterns. The results provide a very favourable set of user-interaction taxonomies and research directions on which we intend to build a future Human-Document Interaction (HDI) research platform. The results of this study also provide guidelines that digital library system developers may adapt to build better reading/marking applications.
|Number of pages||19|
|Journal||Canadian Journal of Information and Library Science|
|Publication status||Published - 2008|