Students have different responses to the idea of taking notes. Some see notetaking as act of drudgery. Others are convinced that they can retain important information without doing it at all. And some students just get stressed out by the entire process: they worry that they won't remember enough information from one page to the next, then they get overzealous with the highlighter and come out of it with pages and pages saturated in bright yellow ink. To help students fine-tune and personalize their own notetaking process, classroom teachers and librarians can give them the opportunity to view the act in separate stages—from the initial highlighting, to deeper annotating, to creating thorough outlines and articulating well-thought-out responses to a reading.