SenseMaking

=Sense-Making response= (see Phase B)

Another approach to active digestion is a "Sense-making" response (see endnote to this Phase): a) I appreciated... b) I learned... c) I wanted to know more about... d) I struggled with... e) I would have been helped by... f) My project connects with this in the following way(s)... g) I disagreed with... h) I think the author/presenter should consider...

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Note on sense-making
Brenda Dervin, in the Department of Communication at Ohio State University, has developed a "Sense-Making" approach to the development of information seeking and use. One finding from Sense-Making research is that people make much better sense of seminar presentations and other scholarly contributions when these are accompanied by the contextual information in the items below. Reference: [|Dervin, B. (1999)]. "Chaos, order, and sense-making: A proposed theory for information design," pp. 35-57 in Robert Jacobson (ed.) Information Design. Cambridge, MA: MIT Press. --- Author(s) Title of paper a) The essence of the project is... b) The reason(s) I took this road is (are)... c) The best of what I have achieved is... d) What has been particularly helpful to me in this project has been... e) What has hindered me has been... f) What I am struggling with is... g) What would help me now is...

This "Sense-Making" approach also leads to recommendations about forms of response that authors/presenters learn most from -- and readers/listeners also. The response format suggested for active reading both acknowledges different voices and facilitates connections.