Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents
By Ø. Anmarkrud, Ivar Bråten, Helge I. Strømsø. 2014
229 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/e0bb5379eb7da5799ced1a8a8d13a09169d52d4f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Artificial Intelligence
In Developmental and Educational Psychology
- Alexandra List
- Patricia A. Alexander
- Ivar Bråten
- Jason L. G. Braasch
- Helge I. Strømsø
- Jeffrey Alan Greene
- Jason A. Chen
- Krista R. Muis
In Education
- Alexandra List
- Patricia A. Alexander
- Ivar Bråten
- Jason L. G. Braasch
- Helge I. Strømsø
- Jeffrey Alan Greene
- Danielle S. McNamara
- Kathryn S. McCarthy
Citations in the corpus
- The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence (2017, background): “When this occurs, readers must have a sufficient level of prior knowledge to be able to elaborate on the meaning of the propositions to recognize that, indeed, contradictions exist (Anmarkrud et al., 2014; Beker et al., 2016; Goldman et al., 2012; Stadtler, Scharrer, Brummernhenrich, & Bromme, 2013)”
- Toward an Integrated Framework of Multiple Text Use (2019, background): “Anmarkrud et al. (2014) identified a student conceptualizing one part of a relation within a text when they reported, “Then I think about the first texts I read .”