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Abstract
New media, new knowledge practices, and concepts point to the need for greater understanding of cognitive processes underlying knowledge acquisition and generation in open informational worlds. The authors of the articles in this special issue address cognitive and instructional challenges surrounding multiple document comprehension—a prerequisite of digital literacy and knowledge work in the information age. In this article, we raise issues of conceptual clarity regarding constructs such as source and document, and discuss work in disciplinary literacy and knowledge-building communities to clarify uses of information resources to support knowledge creation. The discussion aims to (a) provide insights into the cognitive and social practices needed for students to manage, understand, apply, and create knowledge and (b) suggest research directions to advance these goals.
ACKNOWLEDGMENTS
Work discussed in this article was supported, in part, by the Institute for Education Sciences, U.S. Department of Education (Grants R305G050091 and R305F100007) and the National Science Foundation Conference Grant Public Understanding and Engagement with Science (NSF1065967), Susan Goldman, PI, and by the Social Sciences and Humanities Research Council of Canada, grant 410–2009–2481, titled Ways of Contributing to Dialogue in Elementary School Science and History, Marlene Scardamalia, PI. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the sponsoring organizations.