A vector space model for automatic indexing
Communications of the ACM
Generic text summarization using relevance measure and latent semantic analysis
Proceedings of the 24th annual international ACM SIGIR conference on Research and development in information retrieval
Intelligent agents in E-learning
ACM SIGSOFT Software Engineering Notes
Usage patterns of collaborative tagging systems
Journal of Information Science
SIGIR '06 Proceedings of the 29th annual international ACM SIGIR conference on Research and development in information retrieval
tagging, communities, vocabulary, evolution
CSCW '06 Proceedings of the 2006 20th anniversary conference on Computer supported cooperative work
IkeWiki: A Semantic Wiki for Collaborative Knowledge Management
WETICE '06 Proceedings of the 15th IEEE International Workshops on Enabling Technologies: Infrastructure for Collaborative Enterprises
Online annotation - Research and practices
Computers & Education
Tag-based social interest discovery
Proceedings of the 17th international conference on World Wide Web
A novel approach for assisting teachers in analyzing student web-searching behaviors
Computers & Education
The nature, reception, and use of online peer feedback in higher education
Computers & Education
Using Wiki technology to support student engagement: Lessons from the trenches
Computers & Education
The Metadata Triumvirate: Social Annotations, Anchor Texts and Search Queries
WI-IAT '08 Proceedings of the 2008 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology - Volume 01
Exploring Feedback Models in Interactive Tagging
WI-IAT '08 Proceedings of the 2008 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology - Volume 01
Design and evaluation of a collaborative learning environment
Computers & Education
Intelligent assistance for teachers in collaborative e-learning environments
Computers & Education
Comparison of Tag Cloud Layouts: Task-Related Performance and Visual Exploration
INTERACT '09 Proceedings of the 12th IFIP TC 13 International Conference on Human-Computer Interaction: Part I
A statistical approach to mechanized encoding and searching of literary information
IBM Journal of Research and Development
The automatic creation of literature abstracts
IBM Journal of Research and Development
Web search personalization via social bookmarking and tagging
ISWC'07/ASWC'07 Proceedings of the 6th international The semantic web and 2nd Asian conference on Asian semantic web conference
Social tagging to enhance collaborative learning
ICWL'11 Proceedings of the 10th international conference on Advances in Web-Based Learning
The design of TaCS: applying social tagging to enhance learning
International Journal of Learning Technology
Web 2.0 for Language Learning: Benefits and Challenges for Educators
International Journal of Computer-Assisted Language Learning and Teaching
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For students of English as a Foreign Language (EFL), reading exercises are critical not only for developing strong reading comprehension, but also for developing listening, speaking, and writing skills. Prior research suggests that social, collaborative learning environments are best suited for improving language ability. However, opportunities for English learners to collaboratively practice reading comprehension are minimal, and due to resource constraints and a lack of accurate evaluation methods, English instructors rarely assess student literacy effectively. In response to these problems, we propose a Tag-based Collaborative reading learning System (TACO) that makes use of Web 2.0 Internet social tagging techniques to provide a collaborative environment for reading English. We test our system's ability to both improve reading comprehension and aid teachers in accurately assessing literacy by conducting a three-month trial with 56 participating Taiwanese high school students from February to May 2009. During this period, post-testing results show a significant improvement in reading scores among participants in our tag-based system, and survey feedback from teachers suggests an improved capacity for literacy assessment.