Reading and engaging course material and assignments, listening to lectures and discussions, and taking notes on the information covered in class constitute some of the primary tasks that students will undertake in educational settings, but they are often activities for which students are given the least guidance. Presuming that students know how to take effective notes and attend to reading and lectures can activate issues of equity and access, as first-generation or low-income students might not have had access to instruction or support in these activities, or might for reasons of diversity, ability, positionality, experience, or preference just think they “aren’t very good” at the basic activities of note-taking: writing, drawing, listening.

Taking effective and useful notes from readings, lectures, tutorials, and discussions, is a skill (like all other skills students acquire in the classroom) that can be developed through practice, and which can be made more accessible and effective using a variety of techniques and technologies. Providing instructions for notetaking or review along with readings and other classroom assignments is also an important pedagogical tool that teachers can make use of to help students achieve course goals.