Promoting secondary school students’ evaluation of source features of multiple documents

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The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence (2017, background): “Moreover, if readers do not strategically use source features to critically evaluate the content provided by texts, information overload and misinformation may result; these are potential detriments to comprehension and learning (Braasch et al., 2013; Rapp & Braasch, 2014).”
Understanding and Promoting Thinking About Knowledge (2016, background): “Bråten (Eds.), Handbook of epistemic cognition (pp. 86–99). New York, NY: Routledge. Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. Journal of the Learning Sciences, 10, 113–163. Conee, E., & Feldman, R. (1985). Evidentialism. Philoso”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “Likewise, Braasch et al. (2009), looking at individual differences in middle school students’ evaluations of source characteristics, found that readers who were unable to differentiate useful from not useful sources also had inappropriate evaluation behavior, relying on irrelevant source attributes ”
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018, unknown): “However, a rank-order measure was included in Braasch et al. (2013), and participants in the study of Stadtler et al. (2016) had to decide on whom to trust.”