| dc.description.abstract | Text annotations are literacy practices that are not uncommon in the reading experience
of university students. Annotations may be multilingual, monolingual, or multimodal. Despite
their enormous diagnostic potentials, annotations have not been widely investigated for what they
can reveal about the cognitive processes that are involved in academic reading. In other words,
there has been limited exploration of the insights that signs (verbal and non-verbal) inscribed by
students on texts offer for understanding and intervening in their academic reading practices. The
aim of this exploratory study is to examine the diagnostic assessment potentials of student-annotated
texts. On the basis of text annotations obtained from teacher trainee students (n = 7) enrolled at a
German university, we seek to understand what different students attend to while reading, what their
problem-solving strategies are, what languages and other semiotic systems they deploy, what their
level of engagement with text is, and, critically, how the foregoing provide a basis for intervening
to validate, reinforce, correct, or teach certain reading skills and practices. Theoretically, the study
is undergirded by the notion of text movability. Data suggestive of how students journey through
text are argued to have implications for understanding and teaching how they manage attention, use
dictionaries, own text meaning, and appraise text. | en_US |
