In this paper, we examine student dyads' emergent collaborative note-taking practices in a shared text editor during face-to-face project meetings. We describe the individual actions that students perform and show that turn-taking rather than simultaneous access is the most common collaboration strategy. We identify implicit round-robin and complementary interruption as two policies regulating the turn-taking strategy. We also investigate floor-control mechanisms, showing that dyads with free access trade turns at a higher frequency, and that the tendency towards turn-taking in this blended learning situation may lessen the need for floor control mechanisms. Overall, we find that collaborative note- taking as a pedagogical practice provides rich opportunities for epistemic deepening and tight collaboration between students.