The Skills of Document Use: From Text Comprehension to Web-Based Learning

By Jean-François Rouet. 2006

471 citations recorded by the source corpus.

Subfields: Information Systems, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e4d1c4b1499c4c1d88de6229fd1accf64212c986

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Citations in the corpus

Dealing With Uncertainty: Readers' Memory for and Use of Conflicting Information From Science Texts as Function of Presentation Format and Source Expertise (2013, background): “Recently, several scholars have emphasized that the immediate access to scientific information on the Internet comes with new challenges in the acquisition of knowledge, including the need to handle conflicting information presented by sources of varying topic expertise (Goldman et al., 2011; Leu et”
RESOLV: Readers' Representation of Reading Contexts and Tasks (2017, background): “However, effectively selecting and making use of multiple sources of information requires a set of advanced literacy skills that extend beyond word decoding and passage comprehension (Britt & Gabrys, 2000; Goldman, 2004; Leu, Kinzer, Coiro, & Cammack, 2004; Rouet, 2006).”
The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence (2017, methodology): “Models of multiple text comprehension—such as the documents model (DM) and the multiple-document task-based relevance assessment and content extraction (MD-TRACE) model of Britt, Rouet, and colleagues—are then presented due to their focus on readers’ source representations when reading multiple text”
The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap (2015, background): “…2000 ; Eagleton, Guinee, & Langlais, 2003 ; Kuiper & Volman, 2008 ), to read and infer which link may be most useful within a set of search engine results (Henry, 2006 ), and to scan efficiently for relevant information on websites (Rouet, 2006 ; Rouet, Ros, Goumi, MacedoRouet, & Dinet, 2011 ).”
Spontaneous Sourcing Among Students Reading Multiple Documents (2013, background): “By tagging information units of sources, the reader may differentiate between documents and evaluate the contribution of each document to a comprehensive understanding of the topic or situation (Rouet, 2006).”
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, background): “Thus, students need new literacy skills involved in the processes of reading, comprehending, writing, and using multiple documents (Rouet, 2006), not only for academic success but also in the world outside school.”
Cognitive Affective Engagement Model of Multiple Source Use (2017, methodology): “Like cognitivist models of multiple text use (Rouet, 2006; Rouet & Britt, 2011), the CAEM examines processing initiated by a task assigned to or self-developed by students.”