EDU 104.11: UNDERSTANDING THE DISCIPLINE OF ENGLISH EDUCATION

Storing Information (Note – taking, Note – making, Summarizing), Retrieving Information Using Technology and Computers

Storing Information

Information storage and retrieval the systematic process of collecting and cataloging data so that they can be located and displayed on request. Information storage comes under study skills and study skills means the ability to study well. It implies techniques for performing well in learning. It deals with how to study. The pupils are generally expected to do the following: To locate information

• To gather information from tables, maps, graphs etc.
• To store information
• To retrieve information
• To interpret information
• To make notes
• To transfer information from the text to other forms
• To expand the notes already prepared
• To prepare mini dictionary
• To prepare charts and tables from the given information
• To expand hints into discussion and other forms of expression

Since the aim of teaching is teaching learners how to learn the skills of self study should be cultivated in the learners. They should be enabled to gather, store and retrieve information. Information gathering occurs through skimming, scanning, skipping etc. Information is to be gathered quickly for which one has to locate what is needed and then comprehend. Knowledge of what to refer to or the sources available is a pre – requisite. One should know how to make use of library catalogue or how to get information from the computer etc. The information comprehended should be stored for future purposes. All that we listen to or read will not be stored automatically. The relevant information which will have to be used later can be stored on a permanent basis in the brief form by listening to a lecture, talk etc. Information storing can be done by means of note taking, note making, summarizing and this method will enable the learners to access the stored information for future purposes. The information stored is to be retrieved in full or in parts as and when necessary. The ability to analyze reason and judge is required here to make the presentation effective. 

Note - taking

Note taking means the act of taking down notes while listening to a lecture, discussion, conversation etc. It depends on listening comprehension of each individual. A specific order should be followed while taking notes. Headings, sub-headings and essential points are marked preferably. In note taking abbreviations and symbols can be used.

Techniques for improving note – taking

• Concentrate on picking out relevant points only
• Write down notes in point form with separate sub-headings
• Develop your own short hand
• Leave space between notes for later additions
• Note down any references given in class to read later
• Underline key phrases in red or with a highlighter pen
• It is advisable to date and number each sheet as you use it
• Write examples given in class 
• Organise the points and develop it into notes

Note-taking is a practice of recording information captured from another source. By taking notes the writer record the essence of the information, freeing their mind from having to recall everything. Notes are commonly drawn from a transient source such as an oral discussion at a meeting or a lecture in which case the notes maybe the only record of the event. Note- taking is a form of self discipline. Note-taking has been an important part of human history and scientific development. Note-taking is also a central aspect of complex human behaviour related to information management involving a range of underlying mental processes and the interaction with other cognitive function. Note-taking can be divided into linear and non-linear methods. 

Linear Note-taking  

• Outlining

Outlines tend to proceed down a page, using headings and bullets to structure information. A common system consists of headings that use Roman numerals, letters of the alphabet, and Arabic numerals at different levels. A typical structure would be:

I. First main topic

A. Subtopic

1. Detail

2. Detail

B. Subtopic

II. Second main topic

A. Subtopic

However, this sort of structure has limitations in written form since it is difficult to go back and insert more information. Adaptive systems are used for paper-and-pen insertions, such as using the reverse side of the preceding page in a spiral notebook to make insertions. 

Non - linear note - taking

There are many types of non-linear note-taking techniques,  including:  Clustering, Concept mapping, Cornell system,  Idea mapping, Instant replays, Ishikawa diagrams, Knowledge maps, Learning maps, Mind mapping, Model maps, Pyramid principle, Semantic networks, and Smart Wisdom. The other non - linear note - taking methods are:

v Charting

v Mapping

v Sentence method

v Guided notes

Electronic note taking methods

The growing ubiquity of laptops in universities and colleges has led to a rise in electronic note - taking. Many students write their notes in word processors or prepare digital hand-written notes using a graphics tablet or tablet computer and styli or digital pens, with the aid of note-taking software, e.g. Windows Journal. Online applications, such as Microsoft OneNote, are receiving growing attention from students who can forward notes using email, or otherwise make use of collaborative features in these applications and can also download the texts as a file (txt, rtf...) in a local computer. It has also become common for lecturers to deliver lectures using these and similar technologies, including electronic whiteboards, especially at institutes of technology. Online note-taking has created problems for teachers who must balance educational freedom with copyright and intellectual property concerns regarding course content. There are three main ways of taking notes they are linear of sequential note - taking, summary note - taking and mind mapping.

Note - making

Note - making is an activity of making notes after reading a given passage. It is making points from a text. It depends on reading comprehension. Note - making requires a thorough reading of the text. Main points are listed and arranged properly and systematically. The main theme, main topic, sub topics and essential points are identified. Unnecessary details, repetitions etc are avoided. Abbreviations and symbols are used. It is a technique to store information for ready retrieval and use. Note - making means making notes while or after reading. The speed, meaningfulness etc of the note is highly individualistic. As the first step, the reader has to comprehend the text, identify the main points, distinguish main points from minor ones and organize the points.

Importance of note - making

Effective note-making skills enable you to select the information you made from written sources quickly and efficiently. 

o It develops power of comprehension.

o It facilitates easy recall

o It facilitates comprehension

o It facilitates effective revision

In order to make the maximum use of your time and effort you must be clear as to why you are taking notes. Having a clear focus cuts out unnecessary note taking time and enables you to produce well organised notes. The three main reasons for note taking are:

· to select;

· to understand;

· to remember.

Taking notes to select

When you are making notes for an essay, report or seminar paper, you will need to understand and select information. Use your essay title or question to provide the focus for your note taking. You can then select your information according to its direct relevance to this title or question. You can begin by recording the details you will need for the reference section. You can use your own words to check and understand each point. This facilitates in avoiding plagiarism. You can take down all quotations in inverted commas with full reference details. This will allow you to identify and acknowledge other writers in your essay and report. Check that each point that you recorded is relevant to the task at hand. 

Organizing your information

Organising your notes as you write will help you to digest the information quickly. You can also reorganise the notes later to make the information more meaningful to your task.

· Use main and sub headings and numerical lists to organise your notes.

· Use keywords to summarise each point in the margin. A quick keyword reference is good for taking an overview of your notes.

Use colour to categorise points, make headings stand out and show links between points and ideas

Taking notes to understand

Taking notes whenever you read is a useful aid to understanding the material. Use the following techniques to improve your understanding.

¶ Underlining and highlighting

Underlining or highlighting encourages you to identify the most important aspects of the text. This helps to keep you focused and prevents the loss of concentration.

1) Use underlining or highlighting in your own copy of modules, texts or on photocopies (never on borrowed books).

2) As you read, select what seem to you to be central words and phrases that convey the key meaning of the text.

¶ Using your own words

Putting the information into your own words actively engages you with the text and gives you a chance to check that you understand the material.

o Summarise a point in your own words.

o Use abbreviations when you can but be sure to still use your own words.

o Copy technical terms and data for accuracy.

o Add your own comments to any quotations you record to show their meaning and significance.

Taking notes to remember

At some point in your studies, you may need to select, understand and remember information. In addition to the techniques described above you can use the following techniques to help you recall the content of your notes. Condensing information will help you commit it to memory.

1) Using keywords to aid recall 

2) Using colour and image

3) Using index cards

4) Using diagrams

 

Difference between Note – Taking and Note – Making

Note – Taking	Note – Making
ü  Listening Comprehension is sought	ü  Reading comprehension is sought
ü  Narrow time limit	ü  Broad time limit
ü  Oral text may not be present for repeated reference	ü  Text is present for repeated reference
ü  Comprehension of different enunciation is essential	ü  Not essential
ü  Instant comprehension is needed	ü  Instant and delayed comprehension can serve the purpose
ü  Additional aids for comprehension such as dictionaries, grammar books are not available	ü  Dictionaries, grammar books etc may be there to facilitate comprehension
ü  The process is not so easy	ü  Its process is comparatively easy

Summarising

A summary is a short statement that gives only the main points of something without the details. Among several study skills summarising is a study skill which students ought to master during their schooling. Summarising, note- taking and note – making are complex functional skills which have several features in common. There are two traditional approaches in summarising they are (1) Text Reduction Approach (2) Paragraph Approach

¶ The Text Reduction Approach has been very common, but it is uncreative. In this approach the important parts are underlined and the unimportant ignored. It involves the process of contraction following the structure and phraseology of the original text.

¶ In the paragraph approach, the paragraphs are closely surveyed and the topic of each paragraph is identified. Write one (or more) sentence which carries the whole meaning, in brief of all paragraphs. As a rule this order is followed.

Summarising can be described as ‘the maximum in the minimum’. It requires comprehension skills, writing skills and specific skills related to the ability to express ideas concisely and precisely. A summary can be of a passage, a letter, a speech, a chapter or a book. Make sure about the topic; authors intention; decide the length of the summary; omit examples; remove wordiness and redundancy; don’t add one’s own examples or comments; details or ideas; finally read and edit the summary to make it perfect. Summarizing is just a type of composition. As it requires the use of several skills like comprehension skills, writing skills and other specific skills related to the ability to express the ideas concisely and precisely, it is a highly functional skill which students and adults need to develop. There was a time when précis writing was an indispensible type of question in examinations where the students were to reduce the passage to one third of the size of the given text. Some authors are of opinion that this type of question has no reference to real life situation. Because according to our need the size to which a passage is to be reduced maybe half or one fourth or one fifth, not always one third.

Surveying with understanding is to be confirmed before summarising. We can summarise a written passage carefully by reading it but this is not possible with live speech, because we cannot survey the whole speech before it is finished. In such cases first take notes and then summarise. Though summarising is a type of composition there is little difference between the two in their inputs.  

                           

Input                                        Output

Text      --> Notes                    --> Summary

Thoughts -->  Notes            --> Composition

The text types that we summarize can be divided into two types in general:

(1) Chronologically sequenced like narratives, instruction, process, biography etc

(2) Non- chronologically sequenced like description of a country side, advantages of computers, comparing and contrasting, arguments etc.

In the initial stages thorough discussion of the text material for summarising should be done in the class and gradually the students may proceed to independent ways of summarising. We should make our pupils understand what the input is for summary and what the input is for composition as pointed out above. We should also make them understand what chronological sequence is and what non – chronological sequence is. In the latter case we can re-arrange the point according to our priorities. 

Information storage and retrieval

Information storage and retrieval, the systematic process of collecting and cataloging data so that they can be located and displayed on request. Computers and data processing techniques have made possible the high-speed, selective retrieval of large amounts of information for government, commercial, and academic purposes. There are several basic types of information-storage-and-retrieval systems. Document - retrieval systems store entire documents, which are usually retrieved by title or by key words associated with the document. In some systems, the text of documents is stored as data. This permits full text searching, enabling retrieval on the basis of any words in the document. In others, a digitized image of the document is stored, usually on a write-once optical disc. Database systems store the information as a series of discrete records that are, in turn, divided into discrete fields (e.g., name, address, and phone number); records can be searched and retrieved on the basis of the content of the fields (e.g., all people who have a particular telephone area code). The data are stored within the computer, either in main storage or auxiliary storage, for ready access. Reference - retrieval systems store references to documents rather than the documents themselves. Such systems, in response to a search request, provide the titles of relevant documents and frequently their physical locations. Such systems are efficient when large amounts of different types of printed data must be stored. They have proven extremely effective in libraries, where material is constantly changing.

Information retrieval is the activity of obtaining information resources relevant to information needed from a collection of information resources. Searches can be based on meta data or on full text indexing. Automated information retrieval systems are used to reduce what has been called ‘information overload’. Many universities and public libraries use IR systems to provide access to books, journals, and other documents. Web search engines are most visible IR applications. An information retrieval process begins when a user enters queries into the system. Queries are formal statements of information needs, for example search strings in web search engines. In information retrieval a query does not uniquely identify a single object in the collection. Instead several objects may match the query, perhaps with different degrees of relevancy. An object is an entity that is represented by information in database. User queries are matched against the database information. Depending on the application the data objects maybe for example, text documents, images, audios, mind maps or videos. Often the documents themselves are not kept or stored directly in the IR system, but are instead represented in the system by documents surrogates or meta-data. Most IR systems compute a numeric score on how well each object in the database matches the query and rank the objects according to their value. The top ranking objects are then shown to the user. The process may be iterated if the user wishes to refine the query.  The first description of a computer searching for information was described by Holm Storm in 1948 detailing an early mention of the Univac computer. Automated information retrieval systems were introduced in the 1950’s. The introduction of web search engines has boosted the need for very large scale retrieval systems even further

Reference

¶ Effective Teaching of English – K. Jamaluddeen

¶ English Language Education – K. Shivrajan, T.B Ramakrihnan, K. Mridula

¶ Information Storage and Retrieval –http://www.infoplease.com/encyclopedia/science /information-storage-retrieval.html

¶ Note - taking – https://en.wikipedia.org/wiki/Note-taking