Social Tagging as a Support for Collaborative Sensemaking in High School Science

• In Event: SMT - Collaborative Sensemaking: From Web Searches to Social Tagging in High School Settings

Short Description

This study examines how high school science students used a social bookmarking-tagging system to curate, annotate, and share their weblinks with other classmates when searching for online resources about alternative energy. Findings indicate that social tagging supported sensemaking both individually and collaboratively. Looking at social tags as indicators of learning is one way in which teachers and researchers can determine how and if individuals and groups are making sense of information as they search.

Authors

• Jennifer L. Weible, Central Michigan University

• Heather Toomey Zimmerman, Penn State University