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King, A. (1992).

Comparison of Self-Questioning, Summarizing, and Notetaking-Review as


Strategies for Learning From Lectures. American Educational Research Journal Summer,
Vol. 29, No. 2, pp. 303-323 doi: 10.3102/00028312029002303 Retrieved from:
http://aer.sagepub.com/content/29/2/303.short
This article describes the unpreparedness of college students in relation to three conditions:
lecture style teaching, note taking, study strategies. The use of various generative study strategies
such as digital noting with applications such as Evernote appears to enhance learning from
lectures by improving encoding both during the lecture and following the lecture; and for long
term retention of lecture material, and allows for self-questioning which may be a more effective
study strategy than summarizing.

Cordell, R. (2011). New technologies to get your students engaged. Chronicle of Higher
Education, 57(36), B8-B10.
This article was produced by Ryan Cordell who is an assistant professor of English and director
of Writing-Across-the-Curriculum at St. Norbert College. Also he is a contributor to The
Chronicle's ProfHacker blog. The purpose of this article was to describe how new technologies
can be used to benefit students in the classroom, to help educators connect with students, and
serve the pedagogical aims of the classroom. Also the article explains what technologies can
contribute to a variety of pedagogical aims while allowing students to engage with one another,
with their teachers, and with larger academic communities. This article supports my position for
digital note taking with Evernote by providing an overview of how this application can benefit
the student, as well as, promote student engagement.

Schepman, A., Rodway, P., Beattie, C., & Lambert, J. (2012). An observational study of
undergraduate students adoption of (mobile) note-taking software. Computers in Human
Behavior, 28(2), 308-317.
This study cross-platform software that can potentially enhance the learning environment by
allowing educators to provide mobile learning support to their students. The participants were
Undergraduate students who were to use Evernote independent study for 8 weeks. The research
data consisted an adoption for a range of functions, particularly gathering and managing
information, organization and planning, and the recording of ideas. The result indicated a
majority of students felt positive about using Evernote and found it quick and easy to use. Also
the results proved to add support for educators who wish to implement mobile learning as an
instructional tool.

Beach, R. (2012). Constructing digital learning commons in the literacy


classroom. Journal of Adolescent
& Adult Literacy, 55(5), 448-451.
This article focuses on building a literary community among students within the
classroom by means of digital learning platforms. It describes Web 2.0 technology
and how its inevitable expansion will impact education. Furthermore article
mentions how software programs such as Evernote will act as a positive extension
of in digital leaning commons.
Common Core Standards Initiative.
Retrieved from: http://www.corestandards.org/ELA-Literacy/
This website explain all the Common Core Standards in detail and also provides
other resources for teachers and parents to help student meet these standards