ABSTRACT

This paper examines whether model annotations can foster disciplinary literacy in higher education. Using history as a test case, 102 education undergraduates participated in a training and transfer task in which they read two-period documents, and responded to recall and comprehension questions, and to a short essay question requiring historical reasoning. Participants were randomly assigned to one of three conditions: labeled annotations presented the documents with annotations that were labeled indicating the type of move depicted in the annotation; unlabeled annotations presented the documents with the same annotations but no label; no annotations, this control condition presented the documents without annotations. The transfer task presented all participants with documents with no annotations. Participants in the labeled annotations condition exhibited greater use of historical reasoning than the control condition. This study shows that the use of labeled model annotations is a promising tool for cultivating disciplinary literacy in higher education.

摘要

本文研究了模型注释是否可以促进高等教育的学科素养。以历史为测试案例，102名教育本科生参加了一项培训和迁移任务，他们阅读了两期文件，并回答了回忆和理解问题，以及需要历史推理的短文问题。参与者被随机分配到以下三个条件之一：标记注释向文档提供带有标记的注释，这些注释指示注释中描述的移动类型；unlabeled annotations显示具有相同注释但没有标签的文档；没有注释，此控制条件呈现没有注释的文档。传输任务向所有参与者提供没有注释的文档。标记注释条件的参与者比对照条件更多地使用历史推理。这项研究表明，使用标记模型注释是培养高等教育学科素养的有前途的工具。