References
- Anderson, R. C., Pichert, J. W., & Shirey, L. L. (1983). Effects of the reader’s schema at different points in time. Journal of Educational Psychology, 75(2), 271–279. https://doi.org/https://doi.org/10.1037/0022-0663.75.2.271
- Ayroles, J., Potocki, A., Ros, C., Cerdàn, R., Britt, M. A., & Rouet, J.-F. (2021). Do you know what you are reading for? Exploring the effects of a task model enhancement on Fifth Graders’ Purposeful Reading. Journal of Research in Reading, 44(4), 837–858. https://doi.org/https://doi.org/10.1111/1467-9817.12374
- Braasch, J. L. G., Rouet, J.-F., Vibert, N., & Britt, M. A. (2012). Readers’ use of source information in text comprehension. Memory & Cognition, 40(3), 450–465. https://doi.org/https://doi.org/10.3758/s13421-011-0160-6
- Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717–726. https://doi.org/https://doi.org/10.1016/S0022-5371(72)80006-9
- Bråten, I., Britt, M. A., Strømsø, H. I., & Rouet, J.-F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model. Educational Psychologist, 46(1), 48–70. https://doi.org/https://doi.org/10.1080/00461520.2011.538647
- Bråten, I., & Strømsø, H. I. (2009). Effects of task instruction and personal epistemology on the understanding of multiple texts about climate change. Discourse Processes, 47(1), 1–31. https://doi.org/https://doi.org/10.1080/01638530902959646
- Brehm, J. W., & Self, E. A. (1989). The intensity of motivation. Annual Review of Psychology, 40(1), 109–131. https://doi.org/https://doi.org/10.1146/annurev.ps.40.020189.000545
- Britt, M. A., Rouet, J.-F., Blaum, D., & Millis, K. K. (2019). A reasoned approach to dealing with fake news. Policy Insights from the Behavioral and Brain Sciences, 6(1), 94–101. https://doi.org/https://doi.org/10.1177/2372732218814855
- Britt, M. A., Rouet, J.-F., & Durik, A. M. (2018a). Literacy beyond text comprehension: A theory of purposeful reading. Routledge.
- Britt, M. A., Rouet, J.-F., Durik, A. (2018b). Representations and processes in multiple source use. In J. L. G. Braasch, I. Braten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 17–33). Routledge.
- Cerdán, R., Pérez, A., Vidal-Abarca, E., & Rouet, J. F. (2019). To answer questions from text, one has to understand what the question is asking: Differential effects of question aids as a function of comprehension skill. Reading and Writing, 32(8), 2111–2124. https://doi.org/https://doi.org/10.1007/s11145-019-09943-w
- de Kunder, M. (2021, October 10). The size of the World Wide Web (The Internet). https://www.worldwidewebsize.com/
- De Pereyra, G., Britt, M. A., Braasch, J. L. G., & Rouet, J.-F. (2014). Reader’s memory for information sources in simple news stories: Effects of text and task features. Journal of Cognitive Psychology, 26(2), 187–204. https://doi.org/https://doi.org/10.1080/20445911.2013.879152
- Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/https://doi.org/10.1146/annurev.psych.53.100901.135153
- Goldman, S. R. (2018). Discourse of learning and the learning of discourse. Discourse Processes, 55(5–6), 434–453. https://doi.org/https://doi.org/10.1080/0163853X.2018.1440866
- Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M. A., Greenleaf, C., Lee, C. D., Shanahan, C., & READI, P. (2016). Disciplinary literacies and learning to read for understanding: A conceptual framework for Disciplinary Literacy. Educational Psychologist, 51(2), 219–246. https://doi.org/https://doi.org/10.1080/00461520.2016.1168741
- Goldman, S. R., Greenleaf, C., Yukhymenko-Lescroart, M., Brown, W., Ko, M. L. M., Emig, J. M., George, M. A., Wallace, P., Blaum, D., & Britt, M. A. (2019). Explanatory modeling in science through text-based investigation: Testing the efficacy of the Project READI intervention approach. American Educational Research Journal, 56(4), 1148–1216. https://doi.org/https://doi.org/10.3102/0002831219831041
- Griffin, T. D., Wiley, J., Britt, M. A., & Salas, C. (2012). The role of clear thinking in learning science from multiple-document inquiry tasks. International Electronic Journal of Elementary Education, 5(1), 63–78. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/10
- Higgs, K., Vilma, T., Crockett, D., Durik, A., & Britt, M. A. (Aug, 2021). Disciplinary reading strategies predict learning from psychology textbooks. Paper presented at the 31st Annual Meeting of the Society for Text and Discourse. Chicago, IL, United States, August 2-4, 2021 (Online).
- JHU (2021). https://publichealth.jhu.edu/meeting-covid-19-misinformation-and-disinformation-head-on
- Lorch, R. F., Jr., Lorch, E. P., & Klusewitz, M. A. (1993). College students ‘conditional knowledge about reading. Journal of Educational Psychology, 85(2), 239–252. https://doi.org/https://doi.org/10.1037/0022-0663.85.2.239
- Magliano, J. P., McCrudden, M. T., Rouet, J.-F., & Sabatini, J. (2018). The modern reader: Should changes to how we read affect research and theory? In M. F. Schober, D. N. Rapp, & M. A. Britt (Eds.), The Routledge Handbook of Discourse Processes (pp. 343–361). Routledge/Taylor & Francis Group.
- McCrudden, M. T., & Schraw, G. (2007). Relevance and goal-focusing in text processing. Educational Psychology Review, 19(2), 113–139. https://doi.org/http://doi.org/10.1007/s10648-006-9010-7
- McNamara, D. S. (2017). Self-Explanation and reading strategy training (SERT) improves low-knowledge students’ science course performance. Discourse Processes, 54(7), 479–492. https://doi.org/https://doi.org/10.1080/0163853x.2015.1101328
- McNamara, D. S., & Magliano, J. P. (2009). Towards a comprehensive model of comprehension. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 51, pp. 297–384). Elsevier Science.
- Merck press release (Feb 2021). https://www.merck.com/news/merck-statement-on-ivermectin-use-during-the-covid-19-pandemic/. Retrieved on 10/9/2021
- Meyer, B. J. F., & Ray, M. N. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127–152.
- Newell, A., & Simon, H. A. (1972). Human problem solving. Princeton-Hall.
- OECD (2019), PISA 2018 results (volume I): What students know and can do. OECD Publishing. https://doi.org/https://doi.org/10.1787/5f07c754-en
- Pérez, A., Potocki, A., Stadtler, M., Macedo-Rouet, M., Paul, J., Salmerón, L., & Rouet, J.-F. (2018). Fostering teenagers ‘assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions. Learning and Instruction, 58, 53–64. https://doi.org/https://doi.org/10.1016/j.learninstruc.2018.04.006
- Perfetti, C. A. (1985). Reading Ability. Oxford University Press.
- Perrin, A., & Atske, S. (2021). About three-in-ten U.S. adults say they are ‘almost constantly’ online. Pew Research Center. Retrieved October 12, 2021, from https://www.pewresearch.org/fact-tank/2021/03/26/about-three-in-ten-u-s-adults-say-they-are-almost-constantly-online/
- Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69(4), 309–315. https://doi.org/https://doi.org/10.1037/0022-0663.69.4.309
- Rouet, J.-F., Britt, M. A., & Durik, A. (2017). RESOLV: Readers ‘representation of reading contexts and tasks. Educational Psychologist, 52(3), 200–215. https://doi.org/https://doi.org/10.1080/00461520.2017.1329015
- Rouet, J. F., & Britt, M. A. (2011). Relevance processing in multiple document comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 19–52). Information Age Publishing.
- Rouet, J.-F., Britt, M. A., & Potocki, A. (2019). Multiple text comprehension. In J. Dunlosky & K. Rawson (Eds.), Cambridge handbook of cognition and education (pp. 356–380). Cambridge University Press.
- Rouet, J.-F., Le Bigot, L., de Pereyra, G., & Britt, M. A. (2016). Whose story is this? Discrepancy triggers readers’ attention to source information in short narratives. Reading and Writing, 29(8), 1549–1570. https://doi.org/https://doi.org/10.1007/s11145-016-9625-0
- Rouet, J.-F., & Potocki, A. (2018). From reading comprehension to document literacy: Learning to search, evaluate, and integrate information across texts. Infancia Y Aprendizaje/journal for the Study of Education and Development, 41(3), 415–446. https://doi.org/https://doi.org/10.1080/02103702.2018.1480313
- Saux, G., Ros, C., Britt, M. A., Stadtler, M., Burin, D., & Rouet, J.-F. (2018). Readers’ selective recall of source features as a function of claim discrepancy and task demands. Discourse Processes, 55(5–6), 525–544. https://doi.org/https://doi.org/10.1080/0163853X.2018.1463722
- Schank, R. C., & Abelson, R. (1977). Scripts, Goals, Plans, and Understanding: An Inquiry into Human Knowledge Structures. Erlbaum.
- Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers ‘perceived task demands and their relation to multiple document comprehension strategies and outcome. Learning and Individual Differences, 88, 102018. https://doi.org/https://doi.org/10.1016/j.lindif.2021.102018
- Shanahan, T., & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/https://doi.org/10.17763/haer.78.1.v62444321p602101
- Snow, C., the RAND Reading Study Group. (2002). Reading for Understanding. Towards A R&D Program for Reading Comprehension. RAND.
- Statista, (2021, September 21). Smartphones - Statistics and facts. https://www.statista.com
- UNESCO (2017). Literacy rates continue to rise from one generation to the next. Fact sheet No. 45. (pp. 1).
- UNICEF Regional Office for Europe and Central Asia, (2020). Countering online misinformation: Resource pack. https://www.unicef.org/eca/media/13636/file
- U.S. FDA (2021). You are not a horse. You are not a cow. Seriously, y'all. Stop it. [Tweet]. https://twitter.com/US_FDA/status/1429050070243192839?ref_src=twsrc%5Etfw
- van den Broek, P., Lorch, R. F., Jr., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory & Cognition, 29(8), 1081–1087. https://doi.org/https://doi.org/10.3758/BF03206376
- van den Broek, P., Risden, K., & Husbye-Hartmann, E. (1995). The role of readers’ standards of coherence in the generation of inferences during reading. In R. F. Lorch Jr. & E. J. O’Brien (Eds.), Sources of Coherence in Text Comprehension (pp. 353–373). Erlbaum.
- van Dijk, T. A., & Kintsch, W. (1983). Strategies of Discourse Comprehension. Academic Press.
- Wiley, J., Griffin, T. D., Steffens, B., & Britt, M. A. (2020). Epistemic beliefs about the value of integrating information across multiple documents in history. Learning and Instruction, 65, 101266. https://doi.org/https://doi.org/10.1016/j.learninstruc.2019.101266
- Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73–87. https://doi.org/https://doi.org/10.1037/0022-0663.83.1.73
- Wolfe, C. R., Britt, M. A., & Butler, J. A. (2009). Argumentation schema and the Myside Bias in written argumentation. Written Communication, 26(2), 183–209. https://doi.org/https://doi.org/10.1177/0741088309333019