Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies
Year: 2008
Type: article
Author: Joanna Wolfe
Institution: University of Louisville
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
Funder: University of Louisville
OpenAlex ID: W2062645875