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ERIC Number: EJ1147331
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0046-1520
EISSN: N/A
Multiple Models of Multiple-Text Comprehension: A Commentary
Strømsø, Helge I.
Educational Psychologist, v52 n3 p216-224 2017
Research on multiple source use concerns how readers handle a number of different, often conflicting or discrepant, information sources to construct a mental representation of content. Students are increasingly being exposed to such complex reading situations, both in and outside of school. The digital world demands multiple source use, and students must be prepared to critically evaluate sources varying widely in genre, design, and trustworthiness. In this special issue of "Educational Psychologist," four articles present different models of how readers approach and process multiple information sources. The four contributions, to varying degrees, represent elaborations and extensions of the Multiple Documents Framework (Perfetti, Rouet, & Britt, 1999). This commentary summarizes the four articles and discusses the articles in relation to prior models and to some assumptions apparently underpinning current models of multiple source use.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A