Presented by: Hypothesis, JSTOR, and Library Journal
Presented by: Hypothesis, JSTOR, and Library Journal
Event Date and Time: Wednesday, May 22, 2024 | 1:30 PM ET / 10:30 AM PT |
Ready to transform the way students engage with scholarly journals and articles? Join Hypothesis and JSTOR for a dynamic webinar designed exclusively for school librarians in higher education. In this session, we’ll explore how to leverage the power of social annotation to make scholarly reading more inclusive, interactive, and collaborative. A common challenge institutions face is that students do not complete readings because they can find scholarly material difficult to understand. This webinar addresses that, offering solutions that help students not just complete their readings but also comprehend them more deeply. You'll hear from seasoned librarians and faculty from the University of Wisconsin Milwaukee as they reveal the impact social annotation has had on student comprehension and engagement over academic readings. Learn how social annotation can turn passive reading into active learning, encouraging students to dive deeper into complex topics and connect with their peers. This webinar isn't just about sharing stories—it's about equipping you with actionable insights and strategies to bring back to your institution. Discover how you can create a more engaging learning environment, foster academic discussions, and ultimately boost student success. Don't miss this chance to redefine the scholarly experience with Hypothesis and JSTOR. Presenters: Alex Humphreys, VP of Innovation, JSTOR (ITHAKA) Anna G. Schmidt, Music and Performing Arts Librarian, University of Wisconsin - Milwaukee Leigh Heisel, Associate Teaching Professor, University of Missouri - St. Louis Moderator: Joe Ferraro, VP of Revenue, Hypothesis |
Can't make it to a session? No problem!
Register now and we will email you when the webcast is available for on-demand viewing. |
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