Chapter 3

1.Definitions:

   Note-taking serves the essential function of gathering and organizing information delivered during a lecture, found in a book, or encountered in any learning situation that requires later recall. It is, therefore, a pedagogical activity through which each learner records various forms of lessons (oral, audiovisual, or written) on paper or digitally, using their own language and structure. This learning technique represents an external storage system for processed information (Lindberg-Risch & Kiewra, 2015) and acts as an external memory aid (Piolat, 2001).

    Furthermore, note-taking is a methodological skill that promotes learner autonomy (Guillon, 1999–2000). It is a personal and individualized practice that contributes to the development of self-directed learning. The notes taken, memorized, and internalized are later assessed during examinations. As Mangiante and Parpette (2010) explain, notes constitute a temporary and highly personal written record, which each learner structures according to their own preferences. With the rise of digital technology, new personal and digital organization methods have emerged — for instance, David Allen’s GTD (Getting Things Done) approach. In this sense, note-taking goes beyond the mere transcription of information; it involves managing, processing, and generating new knowledge.

    Taking notes is not merely copying what the speaker says or transcribing a written text. It involves listening, understanding, processing, and assimilating ideas. Note-taking is an intellectual activity that develops one’s analytical and synthetic thinking: distinguishing what is essential from what is secondary, identifying the main idea of a text, and differentiating between a key concept, its development, and its examples.

 Note-taking allows learners to retain the essential content of a lecture, meeting, or reading _ both mentally and in written form. There is no universal method or magic formula; each individual must develop their own note-taking strategy, their own approach (whether linear, schematic, or otherwise), and their own system of symbols and abbreviations. This is why it can often be difficult to interpret someone else’s notes.

Taking notes               writing down only the essential information as quickly as possible. It therefore requires the ability to select and organize information efficiently.

1.1Why Take Notes?

a) Memorization of transmitted information:s
This mental ability serves a dual function. The capacity to assimilate, understand, and preserve information in written form differs from one person to another. Indeed, one may record information that is incomplete, useless, or even distorted.

According to specialists, we can retain on average:

• 20% of what we hear,
• 40% of what we see,
• 60% of what we hear and see simultaneously (in an audiovisual context),
• 80% of what we do (speaking, writing, etc.).

The average speaking rate is 130 to 180 words per minute,
while the average writing capacity is 27 to 40 words per minute.

Therefore, note-taking allows one to actively participate in learning, developing critical thinking, and preparing for research or exams. Consequently, note-taking is the key to memorization.

b) Later (Re)use of information:
This involves taking notes from a lecture, conference, presentation, or book.

c) Information restitution:
This means collecting, reporting, and transmitting information for oneself and/or for others through a phone call, email, summary note, presentation, letter, meeting report, and so on.

d) Efficiently solving a problem related to the production of a scientific paper, reading sheet, report, or even an algebraic equation.

1.2The Tools of Note-Taking

Ø  Pens / Pencils and Paper:
These are the traditional tools used for taking notes. They allow for quick, personal, and flexible writing.

Ø  Technological Tools:
Devices such as computers, tablets, and smartphones can also be used for note-taking. The digital generation has become accustomed to typing on a keyboard.

Nowadays, we can see the rise of many free software programs and applications related to note-taking. Most of them are of Anglo-Saxon origin, such as Evernote, OneNote, Google Keep, Simplenote, and Any.do.

These applications allow users to add images, sounds, and digital data to their written notes, making note-taking more interactive and multimedia-oriented.

2.Lecture and Conference Notes:

  a.First Stage: Before the Lecture

This stage involves preparing to receive information. It requires both psychological preparation (attention, concentration, active listening) and material preparation (tools for memorization and review).
This includes:

• having a notebook or note-taking sheet with sections and dates,
• choosing pens or pencils,
• reviewing notes from previous classes,
• checking the course syllabus,
• and doing some preliminary reading on the topic.

b. Second Stage: During the Lecture

This stage consists of selecting which information should be written down. It requires choosing an appropriate note-taking method and staying alert. This prevents the student from copying the instructor word-for-word.

Intellectual Process

The note-taker must be able to:

• use techniques such as shorthand or audio recording tools,
• identify and select key information,
• understand the structure of the message and outline it,
• synthesize ideas and developments,
• and master a personal method of taking notes.

Note-taking functions as part of an information and communication system, as shown in the diagram illustrating the process of production.

c. Third Stage: After the Lecture

This final stage consists of reading, completing, organizing, highlighting, understanding, and retaining the notes.
It is essential to complete the notes the same day if possible, because after 24 hours, 50% to

80% of the content is forgotten, and after two weeks, more than 80% disappears from memory.

This stage is crucial for revision and assessment. It is also linked to the Cornell Note-Taking System, which includes verifying, correcting, adding missing information, and self-questioning. 

3.Note-taking methods:

There are four main methods of note-taking, as shown in the following figure01:

Figure 01: Four Note-Taking Methods