Handbook of Multiple Source Use

Handbook of Multiple Source Use- Front Cover
Handbook of Multiple Source Use
Title Page
Copyright Page
Dedication
Contents
Acknowledgments
Chapter 1: Introduction to Research on Multiple Source Use
	INTRODUCTION
	RESEARCH ON MULTIPLE SOURCE USE
	GOALS OF THIS HANDBOOK
	THEMES OF THIS HANDBOOK
	OVERVIEW OF THE SECTIONS AND CHAPTERS
	REFERENCES
Section I: THEORETICAL FRAMEWORKS
Chapter 2: Representations and Processes in Multiple Source Use
	READING SINGLE VS. MULTIPLE TEXTS: SAME OR DIFFERENT PROCESSES?
	OVERVIEW OF REPRESENTATIONS AND PROCESSES
	USING RESOLV TO EXAMINE TASK AND TEXT INTERACTIONS
	DISCUSSION
	REFERENCES
Chapter 3: Cold and Warm Perspectives on the Cognitive Affective
Engagement Model of Multiple Source Use
	COLD PERSPECTIVES ON MULTIPLE SOURCE USE
	COLD FACTORS IN MSU
	WARM PERSPECTIVES ON MULTIPLE SOURCE USE
	DEVELOPMENT OF THE COGNITIVE AFFECTIVE ENGAGEMENT MODEL
	MULTIPLE SOURCE PROCESSING ACCORDING TO THE CAEM
	INITIATING TASK
	DEFAULT STANCE
	MSU PROCESSES AND BEHAVIORS
	CAEM-LIKE PROFILES IN PRIOR RESEARCH
	FUTURE DIRECTIONS
	INSTRUCTIONAL IMPLICATIONS
	CONCLUSION
	REFERENCES
Chapter 4: Toward a New Literacies Perspective of Synthesis:
Multiple Source Meaning Construction
	BORROWING FROM NEW LITERACIES THEORY
	PURPOSE
	TEXT
	READERS
	TECHNOLOGIES
	CONTEXT
	UNDERLYING PRINCIPLES FOR SYNTHESIS AS MULTIPLE SOURCE MEANING CONSTRUCTION
	THE JOURNEY FORWARD
	NOTE
	REFERENCES
Chapter 5: A Social Psychological Perspective on Multiple Source
Use: Elaboration and Persuasion
	THEORETICAL BACKGROUND
	RESEARCH LINKING MULTIPLE SOURCES TO ELABORATION AND ELABORATION TO RESISTANCE TO CHANGE
	CONCLUSIONS AND IMPLICATIONS FOR FUTURE RESEARCH
	REFERENCES
Section II: INDIVIDUAL DIFFERENCES, COGNITIVE
MECHANISMS, AND CONTEXTUAL FACTORS
IN MULTIPLE SOURCE USE
Chapter 6: Individual Differences in Multiple Document Comprehension
	THEORETICAL BACKGROUND
	COGNITIVE DIFFERENCES
	METACOGNITIVE DIFFERENCES
	MOTIVATIONAL AND AFFECTIVE DIFFERENCES
	SOCIO-CULTURAL DIFFERENCES
	INDIVIDUAL DIFFERENCES INTERACT WITH EACH OTHER AND WITH THE TASK CONTEXT
	DEVELOPMENT OF INDIVIDUAL DIFFERENCES
	EDUCATIONAL IMPLICATIONS
	FUTURE DIRECTIONS
	REFERENCES
Chapter 7: Potential Processing Challenges of Internet Use Among
Readers with Dyslexia
	PURPOSE OF THE CHAPTER
	OVERVIEW OF THE CHAPTER
	SINGLE SOURCE READING AND DYSLEXIA
	MULTIPLE SOURCE USE IN A DIGITAL CONTEXT AND POTENTIAL CHALLENGES FOR READERS WITH DYSLEXIA
	EMPIRICAL RESEARCH ON DYSLEXIA AND INTERNET READING
	CONCLUSION AND FUTURE RESEARCH
	REFERENCES
Chapter 8: Strategic Processing in Accessing, Comprehending, and
Using Multiple Sources Online
	GOAL FOR THE CHAPTER
	(RE)CONCEPTUALIZING READING WITH MULTIPLE ONLINE SOURCES
	STRATEGIC PROCESSING OF MULTIPLE SOURCES ONLINE
	HOW STRATEGIC PROCESSING COMPLEMENTS ACCESSING, COMPREHENDING, AND USING MULTIPLE ONLINE SOURCES
	IMPLICATIONS FOR THEORY, RESEARCH, AND PRACTICE
	CONCLUSION
	REFERENCES
Chapter 9: The Role of Validation in Multiple-Document
Comprehension
	INTRODUCTION AND PURPOSE
	COMPREHENSION AND VALIDATION OF TEXT INFORMATION
	A TWO-STEP MODEL OF VALIDATION IN MULTIPLE TEXTS
	STEP 1: BELIEF-BASED EPISTEMIC MONITORING OF CONFLICTING INFORMATION
	STEP 2: ELABORATIVE PROCESSING OF CONFLICTING INFORMATION
	CONSEQUENCES OF VALIDATION FOR COMPREHENSION OUTCOMES
	CONTINUED INFLUENCE OF MISINFORMATION, FALSE KNOWLEDGE, AND BELIEFS
	BELIEF CONSISTENCY EFFECTS IN MULTIPLE-DOCUMENT COMPREHENSION
	IMPLICATIONS FOR THEORY, RESEARCH, AND PRACTICE
	CONCLUSION
	NOTE
	REFERENCES
Chapter 10: Text Relevance and Multiple-Source Use
	TEXT RELEVANCE AND GOAL-FOCUSING
	TEXT RELEVANCE DIFFERS FROM TEXT IMPORTANCE
	TEXT RELEVANCE AND SOURCE CREDIBILITY
	TEXT RELEVANCE, SOURCE CREDIBILITY, AND USEFULNESS
	CONCLUSION AND FUTURE DIRECTIONS
	REFERENCES
Chapter 11: The Role of Conflict in Multiple Source Use
	INTRODUCTION
	THEORETICAL BACKGROUND
	EMPIRICAL WORK
	CONCLUSIONS, IMPLICATIONS, AND FUTURE DIRECTIONS
	REFERENCES
Section III: MULTIPLE SOURCE USE IN SPECIFIC
CONTENT AREAS
Chapter 12: Multiple Source Use in History
	OVERVIEW OF MULTIPLE SOURCE USE IN HISTORY
	RESEARCH ON MULTIPLE SOURCE USE IN HISTORY: HISTORIANS
	TRANSLATING THIS TO STUDENTS
	RESEARCH ON MULTIPLE SOURCE USE IN HISTORY: K-12 STUDENTS
	CONCLUSIONS
	REFERENCES
Chapter 13: Functional Scientific Literacy: Disciplinary Literacy
Meets Multiple Source Use
	HOW SCIENTISTS READ SCIENTIFIC ARTICLES
	A FRAMEWORK FOR MULTIPLE SOURCE USE
	SCIENTIFIC CONSIDERATIONS IN MULTIPLE SOURCE USE IN SCIENCE
	IMPLICATIONS AND FUTURE DIRECTIONS
	AUTHOR’S NOTE
	NOTE
	REFERENCES
Chapter 14: The Role of Sourcing in Mathematics
	HOW DO WE KNOW WHICH MATHEMATICAL STATEMENTS ARE TRUE
	SOURCING IN MATHEMATICAL PRACTICE
	DISCUSSION
	NOTES
	REFERENCES
Chapter 15: Multiple Source Use When Reading and Writing in
Literature and Language Arts in Classroom Contexts
	INTRODUCTION
	A READER/WRITER-TEXTS FRAMEWORK OF MULTIPLE SOURCE USE IN READING AND WRITING IN LITERATURE AND LANGUAGE ARTS EDUCATION
	A SOCIAL-INTERACTIVE-TEXTS FRAMEWORK OF MULTIPLE SOURCE USE IN READING ANDWRITING IN LITERATURE AND LANGUAGE ARTS EDUCATION
	FINAL COMMENTS
	NOTES
	REFERENCES
Section IV: MULTIPLE SOURCE USE BEYOND THE CLASSROOM
Chapter 16: The Provenance of Certainty: Multiple Source Use and the
Public Engagement with Science
	CONCEPTUAL BUILDING BLOCKS FOR A THEORY OF PROVENANCE PROCESSING
	WHY SOURCING IS CRUCIAL FOR CITIZENS’ ENGAGEMENT WITH SCIENCE
	CHALLENGES FOR CITIZENS’ ENGAGEMENTS WITH SCIENCE
	SHOULD I BELIEVE THIS? TWO TYPES OF STRATEGIES FOR JUDGING THE QUALITY OF SCIENTIFIC KNOWLEDGE CLAIMS
	THE FUNCTIONS OF PROVENANCE INFORMATION FOR THE PUBLIC ENGAGEMENT WITH SCIENCE: AN EMPIRICAL OVERVIEW
	THE ROLE OF SOURCE INFORMATION IN LAYPEOPLE’S EVALUATION OF PLAUSIBILITY
	THE ROLE OF SOURCE INFORMATION IN LAYPEOPLE’S UNDERSTANDING OF SCIENTIFIC INFORMATION
	FUTURE DIRECTIONS
	AUTHORS’ NOTE
	REFERENCES
Chapter 17: Non-Academic Multiple Source Use on the Internet
	INTRODUCTION
	THEORETICAL BACKGROUND
	EMPIRICAL FINDINGS
	CONCLUSIONS
	REFERENCES
Chapter 18: Updating of Character Information When Reading Multiple
Texts for Pleasure
	THE CURRENT CHAPTER
	MENTAL REPRESENTATIONS OF NARRATIVES
	CONSTRUCTING CHARACTER MODELS
	UPDATING CHARACTER INFORMATION
	INFLUENCES ON UPDATING
	THE COMPLEXITY OF CHARACTERS
	TO BE CONTINUED . . .
	REFERENCES
Chapter 19: Self-Regulated Learning Processes and Multiple Source Use
In and Out of School
	THEORETICAL BACKGROUND
	REVIEW OF LITERATURE ON SRL AND MULTIPLE SOURCE USE
	BEFORE PROCESSES
	DURING PROCESSES
	AFTER PROCESSES
	INTERVENTIONS ON SRL DURING MULTIPLE SOURCE USE
	IMPLICATIONS FOR THEORY, RESEARCH, AND PRACTICE
	CONCLUSION
	REFERENCES
Section V: MULTIPLE SOURCE USE INTERVENTIONS
Chapter 20: Effects of Instructional Conditions on Comprehension from Multiple Sources in History and Science
	THEORETICAL BACKGROUND
	SUMMARY OF EMPIRICAL RESEARCH
	SUMMARY OF RESEARCH FINDINGS, CURRENT CHALLENGES, AND PRACTICAL IMPLICATIONS
	AUTHOR NOTE
	REFERENCES
Chapter 21: Learning to Read While Reading to Learn: The Central Role
of Multiple Documents in Two Instructional Programs
	CONTEXT
	WORD GENERATION’S USE OF MULTIPLE TEXTS
	STARI’S USE OF MULTIPLE TEXTS
	EFFECTIVENESS
	IMPLICATIONS FOR INSTRUCTION AND INTERVENTION
	ACKNOWLEDGMENTS
	REFERENCES
Chapter 22: Promoting Multiple-Text Comprehension Through
Motivation in the Classroom
	INTRODUCTION
	DIFFERENTIATED COGNITIVE PROCESSES OF READING
	ATTRIBUTES OF READING PROCESSES
	TEXTUAL CHARACTERISTICS
	DIFFERENTIATED MOTIVATIONS RELATED TO READING
	ATTRIBUTES OF MOTIVATION PROCESSES
	AFFECTIVE SALIENCE
	COGNITION–MOTIVATION ALIGNMENT HYPOTHESIS
	ASSESSING THE COGNITIVE–MOTIVATION ALIGNMENT HYPOTHESIS
	INSTRUCTIONAL PRACTICES RELATED TO THE ALIGNMENT HYPOTHESIS
	INSTRUCTION IN LOWER-ORDER READING PROCESSES
	INSTRUCTION IN A BALANCE OF LOWER AND HIGHER-ORDER READING PROCESSES
	INSTRUCTION FOR HIGHER-ORDER READING PROCESSES
	RESEARCH NEEDS
	REFERENCES
Chapter 23: Instruction to Promote Information Problem Solving
on the Internet in Primary and Secondary Education:
A Systematic Literature Review
	INTRODUCTION
	INFORMATION-PROBLEM SOLVING
	DESIGN PRINCIPLES TO FOSTER INFORMATION-PROBLEM SOLVING
	METHOD
	RESULTS
	DISCUSSION
	REFERENCES
Section VI: ASSESSMENT OF MULTIPLE SOURCE USE
Chapter 24: Complementary Methods for Assessing Online Processing
of Multiple Sources
	INTRODUCTION
	PROCESSING MULTIPLE SOURCES: WHAT IS INVOLVED?
	NOTE-TAKING
	THINKING ALOUD
	READING TIME
	EYE MOVEMENTS
	A NOVEL APPROACH: PHYSIOLOGICAL MEASURES
	IMPLICATIONS FOR THEORY, RESEARCH, AND PRACTICE
	ACKNOWLEDGMENTS
	REFERENCES
Chapter 25: Scenario-Based Assessment of Multiple Source Use
	PROLOGUE
	OVERVIEW OF THE CHAPTER
	MULTIPLE SOURCE USE CONSTRUCTS: WHAT IS IT AND HOW CAN WE ASSESS IT?
	MD-TRACE MODEL: DECONSTRUCTING THE CONSTRUCT OF MULTIPLE SOURCE USE
	FROM COGNITIVE MODEL TO ASSESSMENT DESIGN
	THE ASSESSMENT PARADOX: HOW TO MEASURE AND SUPPORT MULTIPLE SOURCE USE
	THE GLOBAL, INTEGRATED SCENARIO-BASED ASSESSMENT (GISA) APPROACH
	KEY FEATURES OF GISA
	HOW THE FEATURES ARE ASSEMBLED IN AN ASSESSMENT CONTEXT
	ILLUSTRATING MULTIPLE SOURCE USE THROUGH A GISA EXAMPLE: CONNECTING THE MD-TRACE MODEL TO ASSESSMENT
	SECTION 1: SETTING UP THE TASK MODEL – WHAT ARE STUDENTS SUPPOSED TO DO AND PRODUCE?
	SECTION 2: MEASURING BACKGROUND KNOWLEDGE – WHAT DO STUDENTS KNOW ABOUT THE TOPIC?
	SECTION 3: BUILDING UP STUDENTS’ UNDERSTANDING – SINGLE-SOURCE COMPREHENSION
	SECTION 4: EVALUATING WEB LINKS – ASSESS ITEM RELEVANCE
	SECTION 5: GAINING A DEEPER UNDERSTANDING OF THE TOPIC – UPDATE TASK MODEL AND CREATE A DOCUMENTS MODEL
	SECTION 6: OPPOSING VIEWPOINTS AND COUNTERARGUMENT– UPDATE DOCUMENTS MODEL
	SECTION 7: PRODUCE A FLYER – CREATE A TASK PRODUCT
	PROPERTIES OF GISA
	APPLICATIONS OF GISA
	OTHER SCENARIO-BASED ASSESSMENT RESEARCH PROGRAMS
	IMPLICATIONS FOR RESEARCH AND PRACTICE
	SUMMARY
	ACKNOWLEDGMENTS
	REFERENCES
Chapter 26: Assessment of Multiple Resource Comprehension and
Information Problem Solving
	ASSESSMENT: A PROCESS OF REASONING FROM EVIDENCE
	WHAT TO ASSESS AND HOW TO ASSESS IT
	IMPLICATIONS FOR THE DESIGN OF ASSESSMENTS
	FURTHER READING
	REFERENCES
Chapter 27: Assessing Online Collaborative Inquiry and Social
Deliberation Skills as Learners Navigate Multiple
Sources and Perspectives
	THEORETICAL BACKGROUND
	COLLABORATIVE LEARNING
	SOCIAL DELIBERATION
	ASSESSMENTS OF ONLINE INQUIRY, COLLABORATION, AND SOCIAL DELIBERATION
	ASSESSMENTS OF ONLINE INQUIRY
	ASSESSMENTS OF COLLABORATIVE PROBLEM SOLVING
	ASSESSMENTS OF ONLINE COLLABORATIVE INQUIRY AND SOCIAL DELIBERATION
	IMPLICATIONS FOR THEORY, RESEARCH, AND PRACTICE
	REFERENCES
Chapter 28: Computer-Based Assessment of Essays Based on
Multiple Documents: Evaluating the Use of Sources
	THEORETICAL PERSPECTIVES ON WHAT SHOULD BE ASSESSED
	DIMENSIONS OF ESSAYS THAT SHOULD BE EVALUATED
	WHAT IS NEEDED TO EVALUATE ESSAYS BASED ON MULTIPLE TEXTS
	PROMISING APPROACHES IN AUTOMATED ESSAY ASSESSMENT
	COMPUTATIONAL TOOLS FOR ANALYZING ESSAY CONTENT
	EXAMPLE STUDIES USING NLP TO STUDY MULTIPLE DOCUMENTS PROCESSING
	CHALLENGES IN DEVELOPING AUTOMATED ESSAY EVALUATION SYSTEMS
	CONCLUSIONS AND FUTURE DIRECTIONS
	REFERENCES
Chapter 29: Reflections and Future Directions
	REFLECTING ON CORE QUESTIONS POSED IN CHAPTER 1
	DIRECTIONS FOR FUTURE RESEARCH
	CONCLUSION
	REFERENCES
Index