A multiple-case study on students’ sourcing activities in a group task

References

• Brante, E. W., & Stang Lund, E. (2017). Undervisning i en sammansatt textvärld: En intervjustudie med svenska och norska gymnasielärare om undervisning i kritiskläsning och kritisk värdering av källinformation. Nordic Journal of Literacy Research, 3, 1–13. doi:10.23865/njlr.v3.671
   Google Scholar
• Brante, E. W., & Strømsø, H. I. (2018). Sourcing in text comprehension: A review of interventions targeting sourcing skills. Educational Psychology Review, 30(3), 773–799. doi:10.1007/s10648-017-9421-7
   Web of Science ®Google Scholar
• Bråten, I., Brante, E. W., & Strømsø, H. I. (2019). Teaching sourcing in upper-secondary school: A comprehensive sourcing intervention with follow-up data. Reading Research Quarterly, Advanced online publication doi:10.1002/rrq.253
   Web of Science ®Google Scholar
• Bråten, I., McCrudden, M. T., Stang Lund, E., Brante, E. W., & Strømsø, H. I. (2018). Task oriented learning with multiple documents: Effects of topic familiarity, author expertise, and content relevance on document selection, processing, and use. Reading Research Quarterly, 3, 345–365. doi:10.1002/rrq.197
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing (3rd [updated] ed.). Los Angeles: Sage Publications.
   Google Scholar
• Britt, M. A., Perfetti, C. A., Sandak, R., & Rouet, J. F. (1999). Content integration and source separation in learning from multiple texts. In S. R. Goldman, A. C. Graesser, & P. van Den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 209–233). Mahwah, NJ: Erlbaum.
   Google Scholar
• Britt, M. A., & Rouet, J. F. (2012). Learning with multiple documents: Component skills and their acquisition. In M. J. Lawson & J. R. Kirby (Eds.), Enhancing the quality of learning (pp. 276–314). New York, NY: Cambridge University Press.
   Google Scholar
• Cho, B., & Afflerbach, P. (2017). An evolving perspective of constructively responsive reading comprehension strategies in multilayered digital text environments. In S. Israel (Ed.), Handbook of research on reading comprehension (2nd ed., pp. 109–134). New York, NY: The Guilford Press.
   Google Scholar
• Damico, J. S., & Panos, A. (2016). Reading for reliability: Preservice teachers evaluate web sources about climate change. Journal of Adolescent & Adult Literacy, 60, 275–285. doi:10.1002/jaal.551
   Web of Science ®Google Scholar
• Denscombe, M. (2014). The good research guide: For small-scale social research projects (5th ed, Open UP study skills). Maidenhead: McGraw-Hill/Open University Press.
   Google Scholar
• Gellert, A. S., & Elbro, C. (2013). Cloze tests may be quick but are they dirty? Development and preliminary validation of a cloze test of reading comprehension. Journal of Psychoeducational Assessment, 31, 16–28. doi:10.1177/0734282912451971
   Web of Science ®Google Scholar
• Goldman, S. R., Braasch, J. L., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and learning from Internet sources: Processing patterns of better and poorer learners. Reading Research Quarterly, 47, 356–381.
   Web of Science ®Google Scholar
• Goldman, S. R., & Scardamalia, M. (2013). Managing, understanding, applying and creating knowledge in the information age: Next-generation challenges and opportunities. Cognition and Instruction, 31, 255–269. doi:10.1080/10824669.2013.773217
   Web of Science ®Google Scholar
• Goldman, S. R., Snow, C., & Vaughn, S. (2016). Common themes in teaching reading for understanding: Lessons from three projects. Journal of Adolescent & Adult Literacy, 60, 255–264. doi:10.1002/jaal.586
   Web of Science ®Google Scholar
• Hargittai, E., Fullerton, L., Menchen-Trevino, E., & Thomas, K. Y. (2010). Trust online: Young adults’ evaluation of web content. International Journal of Communication, 4, 468–494.
   Web of Science ®Google Scholar
• Lazonder, A. W. (2005). Do two heads search better than one? Effects of student collaboration on web search behavior and search outcomes. British Journal of Educational Technology, 36, 465–475. doi:10.1111/j.14678535.2005.00478.x
   Web of Science ®Google Scholar
• Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2015). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50, 37–59. doi:10.1002/rrq.85
   Web of Science ®Google Scholar
• List, A., & Alexander, P. A. (2017). Cognitive-affective engagement model of multiple source use. Educational Psychologist, 52, 182–199. doi:10.1080/00461520.2017.1329014
   Web of Science ®Google Scholar
• Macedo‐Rouet, M., Potocki, A., Scharrer, L., Ros, C., Stadtler, M., Salmerón, L., & Rouet, J. F. (2019). How good is this page? Benefits and limits of prompting on adolescents’ evaluation of web information quality. Reading Research Quarterly. Advanced online publication. doi: 10.002/rrq.241.
   Google Scholar
• Maier, J., & Richter, T. (2014). Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect. Metacognition & Learning, 9, 54–71. doi:10.1007/s11409-013-9111-x
   Web of Science ®Google Scholar
• Maier, J., Richter, T., Nauroth, P., & Gollwitzer, M. (2018). For me or for them: How in-group identification and beliefs influence the comprehension of controversial texts. Journal of Research in Reading, 41, S48–S65. doi:10.1111/jrir.v41.S1
   Web of Science ®Google Scholar
• Merriam, S. B. (2010). Qualitative case studies. In P. Peterson, E. Baker, & B. McGraw (Eds.), International encyclopedia of education (3rd ed., pp. 456–462). Oxford, UK: Academic Press.
   Google Scholar
• Paul, J., Macedo-Rouet, M., Rouet, J. F., & Stadtler, M. (2017). Why attend to source information when reading online? The perspective of ninth grade students from two different countries. Computers & Education, 113, 339–354. doi:10.1016/j.compedu.2017.05.020
   Web of Science ®Google Scholar
• Perfetti, C. A., Rouet, J. F., & Britt, M. A. (1999). Toward a theory of documents representation. In H. V. Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 88–108). Mahwah, N J: Erlbaum.
   Google Scholar
• Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes use in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73–87. doi:10.1037/0022-0663.83.1.73
   Web of Science ®Google Scholar
• Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). London: SAGE.
   Google Scholar