This pamphlet examines notetaking by college students in a discussion of: (1) student attitudes regarding notetaking; (2) observations of notetaking behavior; (3) the relationship between notetaking, quizzes, and college grades; (4) how notes help test performance; and (5) individual differences and notetaking practices. Based on observations and research, several guidelines to lecturers concerning the facilitating of student notetaking are provided. The guidelines include the allowance of tape recorders in the classroom, instructing students on notetaking for lectures, making clear the organizing principle(s) of the lecture, and using verbal "signposts" in the lecture to provide cues as to when something important is being presented. It is argued that when the instructor takes time to assure the completeness of student notetaking, the ability of students to acquire classroom material goes up, thus helping them to learn more effectively. (Contains 21 references.) (GLR)