Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks

By Jennifer Wiley, Susan R. Goldman, A. Graesser, Christopher A. Sanchez, Ivan K. Ash, Josh A. Hemmerich. 2009

417 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a038812ee9570617d77d0afdfdaa7ee8c66795da

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Measuring strategic processing when students read multiple texts (2011, methodology): “text strategy use and comprehension performance among students reading to construct arguments in this study, is that an argument task has been considered particularly suitable for eliciting strategies that promote the comprehension of multiple texts, especially strategies in the form of deeper-level”
Reading Into the Future: Competence for the 21st Century (2012, background): “Such developmental demands are additionally complicated when the act of reading and comprehending historical/social studies texts entails primary sources (Maggioni, Fox, & Alexander, 2010b; VanSledright, 2004) or multiple texts (List et al., 2012; Wiley et al., 2009).”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “Such variability also exists for high school and college students with respect to their attention to and evaluation of sources of documents (Britt & Aglinskas, 2002; Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012; Stadtler & Bromme, 2007, 2008; Wiley et al., 2009) and embedded sources (i.”
Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information (2019, background): “Wiley et al. (2009) found that college students rarely considered where information came from when evaluating reliability, a finding replicated across a range of studies with students of different ages and in different countries (e.g., Barzilai & Zohar, 2012; List, Grossnickle, & Alexander, 2016;…”
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018, methodology): “Recent empirical work has shown that readers’ attention to and memory for source information relate to their text-based learning and comprehension (Anmarkrud, Bråten, & Strømsø, 2014; Barzilai & Eshet-Alkalai, 2015; Barzilai, Tzadok, & Eshet-Alkalai, 2015; Bråten, Strømsø, & Britt, 2009; Goldman, Br”
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners (2012, positive): “The present study builds on our previously published research on learning from multiple sources of information during a science inquiry task (Wiley et al., 2009).”
Toward an Integrated Framework of Multiple Text Use (2019, methodology): “Evaluation has been the strategy most extensively examined as supporting cross-textual linking and multiple text integration (Bråten et al., 2009; Bråten, Strømsø, & Salmer on, 2011; Britt & Aglinskas, 2002; Goldman et al., 2012; List et al., 2017; Rouet et al., 1996; Wiley et al., 2009).”
Understanding and Promoting Thinking About Knowledge (2016, background): “…al., 2011), and critical source evaluation leading to selective trust in sources of knowledge has been found to facilitate students’ understanding of multiple conflicting perspectives on controversial socioscientific issues (Braasch et al., 2013; Bråten, Strømsø, & Britt, 2009; Wiley et al., 2009).”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “…text access) to verify information, may also be indicative of the adoption of an evaluative, or more probably a critical analytic, default stance toward multiple text use (Goldman et al., 2012; List & Alexander, 2017; Salmer on & Garc ıa, 2011; Salmer on et al., 2006; Wiley et al., 2009).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, methodology): “integrated models as assessed by within and across text inferences and written essays (Bra ten, Strømsø, & Britt, 2009; Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012; Strømsø, Bra ten, & Britt, 2010; Wiley et al., 2009) and allow contradictory information to coexist in a global representati”
Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension (2013, background): “In a study by Wiley et al. (2009), college students who were trained to assess the reliability of heterogeneous documents retrieved from the Internet more accurately judged document reliability, displayed less misconceptions, and increased their knowledge as a function of reading.”
Handbook of Research on Learning and Instruction (2011, background): “Demonstrating ability, rather than learning the material, is the central focus of the performance-oriented student (see E. Anderman & Wolters, 2006, for a review).”