Improving Students' Ability to Identify and Use Source Information

By M. Britt, Cindy Aglinskas, A. Britt. 2002

493 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e8c3ce4fe79c7fd227e6b91128dd48d7b6e3e8d5

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In Artificial Intelligence

In Developmental and Educational Psychology

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Citations in the corpus

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…”
Trust Online: Young Adults' Evaluation of Web Content (2010, background): “…with students’ attention to and use of multiple print sources such as autobiographies, histories, and novels, found that many high school and college students, even when specifically prompted, did not pay sufficient attention to the sources and context of the documents (Britt & Aglinskas, 2002).”
Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension (2013, methodology): “…that have proven to be efficient for less skilled students, such as procedures involving practice, feedback, teacher-issued questioning, and discussion among students (see Britt & Aglinskas, 2002; Lenhard, Baier, Endlich, Schneider, & Hoffmann, 2010; Palincsar & Brown, 1984; de Vries et al., 2008).”
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, background): “Thus far, most research on the understanding of multiple texts has focused on the domain of history (e.g., Britt & Aglinskas, 2002; Britt & Sommer, 2004; Kurby, Britt, & Magliano, 2005; Rouet, Britt, Mason, & Perfetti, 1996; Stahl, Hynd, Britton, McNish, & Bosquet, 1996; Wiley & Voss, 1999;…”
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018, unknown): “…or less explicitly included in the instructional activities in all reviewed studies, whether by the use of worksheets (e.g., Walraven et al. 2013; Zhang & Duke, 2011), prompting (e.g., Britt & Aglinskas, 2002; Stadtler & Bromme, 2007;2008), or modeling (e.g., Kingsley et al, 2016; Reisman, 2012).”
The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers (2012, background): “For example, researchers found effects for writing prompts that ask for an argument (Wiley and Voss 1999), for the explicit request for sourcing information (Britt and Aglinskas 2002) and for the juxtaposition of two contrasting arguments about an historical event (Wolfe and Goldman 2005).”
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).”
Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL (2005, background): “…people's knowledge of relevant subject matter and of contextual situations exerts dominant influences on their evaluations and uses of source documents in their writing (e.g., Britt & Aglinskas, 2002; Rouet, Favart, Gaonach & Lacroix, 1996; Stromso, Braten & Samuelstuen, 2003; Wiley & Voss, 1999).”
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…”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “Nevertheless, consensus seems to be that students engage in sourcing infrequently and rarely without explicit prompting (Britt & Aglinskas, 2002; Gerjets, Kammerer, & Werner, 2011; List et al., 2017; Stadtler & Bromme, 2007).”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, background): “And when writing historical arguments, students draw on source evidence indiscriminately (Britt & Aglinskas, 2002; Perfetti, Britt, & Georgi, 1995), often responding to requests to create arguments by first figuring out what they want to say, then using the documents to support their standpoint…”
Dealing With Uncertainty: Readers' Memory for and Use of Conflicting Information From Science Texts as Function of Presentation Format and Source Expertise (2013, methodology): “This result is consistent with previous research that assessed comprehension in a multiple document condition (Bråten & Strømsø, 2006; Britt & Aglinskas, 2002; Wiley & Voss, 1996, 1999).”