Enhancing the Quality of Learning: Learning with Multiple Documents

By M. A. Britt, Jean-François Rouet. 2012

92 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/240b3b5ec2d20ed616470a9f256754e6d79096cd

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence (2017, background): “The fourth model put forth by Britt et al. (1999) and Perfetti et al. (1999), and later expanded upon in Britt and Rouet (2012), is the DM.”
Spontaneous Sourcing Among Students Reading Multiple Documents (2013, background): “Although studies have documented students’ lack of essential sourcing skills, even among college students (Britt & Aglinskas, 2002; Britt & Rouet, 2012; Wiley et al., 2009), only a couple of studies (Lundeberg, 1987; Wineburg, 1991) have focused on students’ spontaneous online sourcing in…”
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018, unknown): “However, this is a demanding task that the reader will probably only undertake when it is relevant to the reading task and the reader’s aims; for example, when writing an argumentative text (Britt & Rouet, 2012) or when exposed to contradictory documents (Strømsø, Bråten, Britt, & Ferguson, 2013).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “Extant research on multiple-text reading pointed to the need to expand single-text comprehension models in significant ways (e.g., Bra ten, Britt, Strømsø, & Rouet, 2011; Britt & Rouet, 2012; Goldman, 2004; Goldman, Lawless, et al., 2012; Perfetti, Rouet, & Britt, 1999; Rouet, 2006).”
Toward an Integrated Framework of Multiple Text Use (2019, background): “Moreover, Britt and Rouet (2012) emphasized the role of sourcing, or students’ identification of texts as separate entities and their association of content in texts with source or author, as key to integration (Britt, Rouet, & Braasch, 2013).”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “Several ways to support the development of goal-directed readers are presented in Britt and Rouet (2012).”