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Readers annotate paper books as a routine part of their engagement with the materials; it is a useful practice. manifested through a wide variety of markings made in service of very different purposes. This paper examines the practice of annotation in a particular situation: the markings students make in university-level textbooks. The study focuses on the form and function of these annotations, and their status within a community of fellow textbook readers. Using this study as a basis, I discuss issues and implications for the design of annotation tools for a digital library setting.
Catherine C. Marshall (Wed,) studied this question.
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