Sourcing in professional education: Do text factors make any difference?

Bråten, Ivar; Strømsø, Helge I.; Andreassen, Rune

doi:10.1007/s11145-015-9611-y

Cited by 41 publications

(37 citation statements)

References 56 publications

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“…From a practical perspective, how source credibility and content relevance come into play when individuals select, process, and use documents may have both personal and societal implications. For example, people may make personal decisions about nutritional issues without considering the credibility of the sources that offer the advice (Bråten et al., ). Similarly, many people seem to rely on information from sources that lack expertise when they take a stance on issues of crucial societal importance, such as climate change (Pew Research Center, ).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Given our findings, one way to promote such awareness may be to explicitly prompt students to evaluate the credibility of the sources when selecting, processing, and using multiple documents to complete particular tasks, particularly for less familiar topics. Additionally, students may regularly be given multiple‐document application tasks where source information is required and rewarded, with this presumably promoting a more appropriate, self‐regulated document processing that takes both content and sources into consideration (Bråten et al., ; Goldman & Bloome, ). In any case, brief source‐orienting instructions such as the one tested in the current study will probably have to be embedded in more comprehensive classroom‐based instruction targeting sourcing skills to yield lasting and transferable effects on task‐oriented learning with multiple documents (Bråten et al., in press).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…With respect to source credibility, many students, even at secondary and postsecondary levels, do not spontaneously attend to source features to evaluate for credibility when they read multiple documents to learn about controversial issues (Barzilai, Tzadok, & Eshet‐Alkalai, ; Bråten, Strømsø, & Andreassen, ; Brem, Russell, & Weems, ; Wineburg, ). For example, Kiili, Laurinen, and Marttunen () found that secondary school students primarily commented on content relevance while evaluating information resources and made very few comments about source credibility.…”

Section: Prior Research On Content Relevance and Source Credibilitymentioning

confidence: 99%

See 2 more Smart Citations

Task‐Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use

Bråten

McCrudden

Lund

et al. 2017

Reading Research Quarterly

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This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ (n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instruction (to write a letter to the editor about their assigned topic). Results showed that content relevance had strong and nearly identical effects on students’ selection, processing, and use of documents independently of whether the topic was more or less familiar, whereas they valued author expertise to a greater extent when the topic was less familiar. Moreover, content relevance had a strong effect on students’ selection, processing, and use of documents independently of instructional condition, whereas brief instructions to focus on source credibility increased the value placed on author expertise when students selected, processed, and used documents for the less familiar topic. Theoretical and practical implications of the results are discussed.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Prior Research On Content Relevance and Source Credibilitymentioning

confidence: 99%

See 1 more Smart Citation

Task‐Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use

Bråten

McCrudden

Lund

et al. 2017

Reading Research Quarterly

Self Cite

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“…Students at different educational levels often disregard source information and pay attention only to the content when reading to comprehend and learn from diverse textual resources (Barzilai et al., ; Bråten, Strømsø, & Andreassen, ; Brem, Russell, & Weems, ; Britt & Aglinskas, ; Kiili, Laurinen, & Marttunen, ; VanSledright & Kelly, ; Wineburg, ). At the same time, correlational work has indicated that sourcing is linked to comprehension and learning outcomes (Anmarkrud, Bråten, & Strømsø, ; Barzilai & Eshet‐Alkalai, ; Bråten, Strømsø, & Britt, ; Cho, Woodward, & Li, , ; Goldman, Braasch, Wiley, Graesser, & Brodowinska, ; Strømsø, Bråten, & Britt, ; Wiley et al., ).…”

Section: Sourcing Interventionsmentioning

confidence: 99%

Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data

Bråten

Brante

Strømsø

2019

Reading Research Quarterly

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In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was implemented over six weeks by teachers who had participated in professional development seminars. The findings demonstrated that students who had participated in the sourcing intervention placed more value on source information when selecting texts, invested more time and effort in processing the texts they selected, and more frequently attributed textual ideas to their respective sources compared with students who had participated in typical classroom activities instead. These effects were observed on far transfer tasks in which students worked with multiple documents on different topics in different situational contexts for different purposes, and were sustained over a period of 5.5 weeks. The discussion highlights the uniqueness of the current intervention work and centers on the aspects of the sourcing intervention that likely promoted these broad, sustainable, and transferable sourcing skills in students. Attention is also directed to several possible lines of future research in this area.

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“…Es decir, no se ha considerado el posible papel compensatorio que puede jugar la conciencia metatextual (conocimiento de la organización esquemática, pautas lingüísticas microdiscursivas de la heterogeneidad mostrada, tipos de discurso referido, recursos tipográficos) en la formación de modelos intertextuales a partir de citas incrustadas, especialmente en lectores en procesos de iniciación disciplinar que no pueden usar conocimientos previos para guiar su comprensión. Con excepción de Strømsø et al (2013) y Bråten et al (2016, no encontramos otros estudios que exploren los procesos o el tipo de conocimiento discursivo que utilizan los lectores para representarse las referencias incrustadas en el texto, p.ej. en géneros como el reporte de investigación y la revisión de literatura-y el papel que éstas juegan en la formación de vínculos-fuente-contenido y contenido-contenido.…”

Section: Una Propuesta De Integración Para El Estudio Transdiciplinarunclassified

La comprensión de múltiples textos: Perspectivas y posibilidades para la investigación transdisciplinar

Perales-Escudero

López

2016

Rev. signos

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ResumenLa comprensión integrada de múltiples textos es una constante en la actividad académica y profesional; constituye una de las principales habilidades de alfabetización del Siglo XXI y supone la puesta en marcha de un conjunto de actividades de evaluación, integración y síntesis de información para la resolución de problemas. Develar, por un lado, los procesos psicolingüísticos subyacentes a estas actividades y, por otro, los recursos lingüístico-discursivos de la intertextualidad, han sido objetos de estudio por parte de diversas escuelas, como la teoría de múltiples documentos, la Teoría de la Valoración de la Lingüística Sistémico-Funcional y la polifonía enunciativa. No obstante, aún no se ha explorado de manera comparativa las particularidades y puntos de encuentro de estas tres perspectivas, ni tampoco las posibilidades que su integración ofrece para investigar la comprensión de múltiples textos desde una plataforma psicolingüística más compleja. Este trabajo tiene como objetivos comparar y contrastar estas tres escuelas, así como esbozar un programa de investigación transdisciplinar en esa materia. Para ello, revisamos y contrastatamos los fundamentos teóricos de las tres perspectivas así como los hallazgos, métodos y unidades de análisis más representativos de estudios de la comprensión de lectura inspirados en ellas, en especial aquellos de estudios hispanoamericanos. Finalmente, hacemos énfasis en las posibilidades que ofrece su integración reflexiva para avanzar en la comprensión de los fenómenos discursivos asociados a la comprensión de múltiples documentos citados dentro de un mismo texto, así como en los desafíos teórico-metodológicos que esto supone.Palabras Clave: Comprensión de múltiples textos, Teoría de múltiples documentos, Teoría de la Valoración, polifonía enunciativa, consciencia metatextual.

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Sourcing in professional education: Do text factors make any difference?

Cited by 41 publications

References 56 publications

Task‐Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use

Task‐Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use

Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data

La comprensión de múltiples textos: Perspectivas y posibilidades para la investigación transdisciplinar

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