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Reading Psychology Volume 36, 2015 - Issue 4
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Original Articles

Establishing Trustworthiness when Students Read Multiple Documents Containing Conflicting Scientific Evidence

Ivar BråtenDepartment of Educational Research, University of Oslo, Oslo, NorwayCorrespondence[email protected]
,
Jason L. G. BraaschDepartment of Educational Research, University of Oslo, Oslo, Norway
,
Helge I. StrømsøDepartment of Educational Research, University of Oslo, Oslo, Norway
&
Leila E. FergusonDepartment of Educational Research, University of Oslo, Oslo, Norway
Pages 315-349 | Published online: 06 Oct 2014

Citations (28)

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Read on this site (7)

Steffen Gottschling & Yvonne Kammerer. (2021) Readers’ Regulation and Resolution of a Scientific Conflict Based on Differences in Source Information: An Eye-Tracking Study. Discourse Processes 58:5-6, pages 468-490.
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Steffen Gottschling, Yvonne Kammerer, Eva Thomm & Peter Gerjets. (2020) How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts. International Journal of Science Education, Part B 10:4, pages 335-354.
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Gale M. Sinatra & Doug Lombardi. (2020) Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments. Educational Psychologist 55:3, pages 120-131.
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Tonje Stenseth & Helge I. Strømsø. (2019) To Read or Not to Read: A Qualitative Study of Students’ Justifications for Document Selection in Task-Oriented Reading. Scandinavian Journal of Educational Research 63:5, pages 771-788.
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Alexandra List & Patricia A. Alexander. (2018) Corroborating students’ self-reports of source evaluation. Behaviour & Information Technology 37:3, pages 198-216.
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Jason L. G. Braasch & Ivar Bråten. (2017) The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence. Educational Psychologist 52:3, pages 167-181.
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Alexandra List, Patricia A. Alexander & Lori A. Stephens. (2017) Trust But Verify: Examining the Association Between Students' Sourcing Behaviors and Ratings of Text Trustworthiness. Discourse Processes 54:2, pages 83-104.
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Articles from other publishers (21)

Carita Kiili, Eija Räikkönen, Ivar Bråten, Helge I. Strømsø & Michelle Schira Hagerman. (2023) Examining the structure of credibility evaluation when sixth graders read online texts. Journal of Computer Assisted Learning 39:3, pages 954-969.
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Cornelia Schoor, Jean-François Rouet & M. Anne Britt. (2022) Effects of context and discrepancy when reading multiple documents. Reading and Writing 36:5, pages 1111-1143.
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Fayez Abed & Sarit Barzilai. (2022) Can students evaluate scientific YouTube videos? Examining students' strategies and criteria for evaluating videos versus webpages on climate change . Journal of Computer Assisted Learning 39:2, pages 558-577.
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Sarit Barzilai, Danna Tal-Savir, Fayez Abed, Shiri Mor-Hagani & Asnat R. Zohar. (2021) Mapping multiple documents: From constructing multiple document models to argumentative writing. Reading and Writing 36:4, pages 809-847.
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Elina K. Hämäläinen, Carita Kiili, Eija Räikkönen, Minna Lakkala, Liisa Ilomäki, Auli Toom & Miika Marttunen. (2022) Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most. Instructional Science 51:1, pages 135-163.
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Nancy Holincheck, Terrie M. Galanti & James Trefil. (2022) Assessing the Development of Digital Scientific Literacy With a Computational Evidence-Based Reasoning Tool. Journal of Educational Computing Research 60:7, pages 1796-1817.
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Neil Evan Jon Anthony Bowen, Nathan Thomas & Nina Vandermeulen. (2022) Exploring feedback and regulation in online writing classes with keystroke logging. Computers and Composition 63, pages 102692.
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Simon Knight & Kate Thompson. (2020) Developing a Text-Integration Task for Investigating and Teaching Interdisciplinarity in Science Teams. Research in Science Education 52:1, pages 191-203.
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Lucia Mason, Angelica Moè, Maria Caterina Tornatora & Angelica Ronconi. 2022. Psychology, Learning, Technology. Psychology, Learning, Technology 3 21 .
Reese Butterfuss & Panayiota Kendeou. (2021) KReC-MD: Knowledge Revision with Multiple Documents. Educational Psychology Review 33:4, pages 1475-1497.
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Chia‐Hui Cheng, Ivar Bråten, Fang‐Ying Yang & Christian Brandmo. (2021) Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science . Journal of Research in Science Teaching 58:7, pages 980-1009.
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Dongmei Cao, Maureen Meadows, Donna Wong & Senmao Xia. (2021) Understanding consumers’ social media engagement behaviour: An examination of the moderation effect of social media context. Journal of Business Research 122, pages 835-846.
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Lucia Mason, Sonia Zaccoletti, Sara Scrimin, Maria Caterina Tornatora, Elena Florit & Thomas Goetz. (2019) Reading with the eyes and under the skin: Comprehending conflicting digital texts. Journal of Computer Assisted Learning 36:1, pages 89-101.
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Liron Primor & Tami Katzir. (2018) Measuring Multiple Text Integration: A Review. Frontiers in Psychology 9.
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Lucia Mason, Sara Scrimin, Sonia Zaccoletti, Maria Caterina Tornatora & Thomas Goetz. (2018) Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension. Computers in Human Behavior 87, pages 317-326.
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Ivar Bråten, Matthew T. McCrudden, Elisabeth Stang Lund, Eva W. Brante & Helge I. Strømsø. (2017) Task‐Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use. Reading Research Quarterly 53:3, pages 345-365.
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Lucia Mason, Sara Scrimin, Maria Caterina Tornatora, Caterina Suitner & Angelica Moè. (2018) Internet source evaluation: The role of implicit associations and psychophysiological self-regulation. Computers & Education 119, pages 59-75.
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Simon Knight, Bart Rienties, Karen Littleton, Dirk Tempelaar, Matthew Mitsui & Chirag Shah. (2017) The orchestration of a collaborative information seeking learning task. Information Retrieval Journal 20:5, pages 480-505.
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Lucia Mason, Sara Scrimin, Maria Caterina Tornatora & Sara Zaccoletti. (2017) Emotional reactivity and comprehension of multiple online texts. Learning and Individual Differences 58, pages 10-21.
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H. Jarodzka & S. Brand‐Gruwel. (2017) Tracking the reading eye: towards a model of real‐world reading. Journal of Computer Assisted Learning 33:3, pages 193-201.
Crossref
Ivar Bråten & Jason L. G. Braasch. 2017. Improving Reading and Reading Engagement in the 21st Century. Improving Reading and Reading Engagement in the 21st Century 77 98 .

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