On the public citation graph

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

https://doi.org/10.3102/0002831209333183
0 signed · 482 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/(sici)1098-237x(199709)81:5<515::aid-sce2>3.0.co;2-dopenalex-snapshot
Assessing literacy in science: Evaluation of scientific news briefs
inferredcites →https://doi.org/10.1002/sce.10001openalex-snapshot
Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks
inferredcites →https://doi.org/10.1002/sce.10130openalex-snapshot
Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry
inferredcites →https://doi.org/10.1002/sce.3730770306openalex-snapshot
Science as argument: Implications for teaching and learning scientific thinking
inferredcites →https://doi.org/10.1002/tea.20265openalex-snapshot
A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes
inferredcites →https://doi.org/10.1002/tea.3660310905openalex-snapshot
The reading–science learning–writing connection: Breakthroughs, barriers, and promises
inferredcites →https://doi.org/10.1006/jmla.1994.1028openalex-snapshot
The Time-Course of Constructing Knowledge-Based Inferences for Scientific Texts
inferredcites →https://doi.org/10.1007/978-94-017-0781-7openalex-snapshot
Arguing to Learn
inferredcites →https://doi.org/10.1007/s11409-007-9013-xopenalex-snapshot
SEEK Web tutor: fostering a critical stance while exploring the causes of volcanic eruption
inferredcites →https://doi.org/10.1007/s11412-007-9015-3openalex-snapshot
Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models
inferredcites →https://doi.org/10.1016/0364-0213(94)90016-7openalex-snapshot
Eliciting self-explanations improves understanding,
inferredcites →https://doi.org/10.1016/0749-596x(85)90049-xopenalex-snapshot
Causal thinking and the representation of narrative events
inferredcites →https://doi.org/10.1017/cbo9780511816796openalex-snapshot
The Cambridge Handbook of Expertise and Expert Performance
inferredcites →https://doi.org/10.1017/cbo9780511816796.033openalex-snapshot
Expertise in History
inferredcites →https://doi.org/10.1017/cbo9780511816819.025openalex-snapshot
Multimedia Learning of History
inferredcites →https://doi.org/10.1021/ed048p284openalex-snapshot
The Journal of College Science Teaching
inferredcites →https://doi.org/10.1037//0022-0663.88.2.314openalex-snapshot
Understanding the strategies of document literacy and their conditions of use.
inferredcites →https://doi.org/10.1037//0022-0663.88.3.478openalex-snapshot
Using multiple sources of evidence to reason about history.
inferredcites →https://doi.org/10.1037//0022-0663.91.2.301openalex-snapshot
Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text.
inferredcites →https://doi.org/10.1037//0022-0663.95.1.66openalex-snapshot
Accuracy of metacognitive monitoring affects learning of texts.
inferredcites →https://doi.org/10.1037/0022-0663.83.1.73openalex-snapshot
Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence.
inferredcites →https://doi.org/10.1037/0022-0663.95.3.524openalex-snapshot
How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down.
inferredcites →https://doi.org/10.1037/0022-0663.96.3.523openalex-snapshot
Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?
inferredcites →https://doi.org/10.1037/0033-2909.112.1.155openalex-snapshot
A power primer.
inferredcites →https://doi.org/10.1037/0033-295x.101.3.371openalex-snapshot
Constructing inferences during narrative text comprehension.
inferredcites →https://doi.org/10.1037/e607972011-001openalex-snapshot
Organizing Instruction and Study to Improve Student Learning
inferredcites →https://doi.org/10.1080/00219266.2001.9655776openalex-snapshot
Primary literature as a basis for a high-school biology curriculum
inferredcites →https://doi.org/10.1080/01638530902959927openalex-snapshot
Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use
inferredcites →https://doi.org/10.1080/01638539809545019openalex-snapshot
Students making sense of informational text: Relations between processing and representation
inferredcites →https://doi.org/10.1080/0163853x.2001.9651598openalex-snapshot
Science on the Web: Student Evaluations of Scientific Arguments
inferredcites →https://doi.org/10.1080/0263514970150206openalex-snapshot
Misconceptions and Conceptual Changes concerning Continental Drift and Plate Tectonics among Portuguese Students Aged 16‐17
inferredcites →https://doi.org/10.1080/095006900412284openalex-snapshot
Scientific arguments as learning artifacts: designing for learning from the web with KIE
inferredcites →https://doi.org/10.1080/095006900416857openalex-snapshot
A typology of causal models for plate tectonics: Inferential power and barriers to understanding
inferredcites →https://doi.org/10.1080/09500690305018openalex-snapshot
Examining the literacy component of science literacy: 25 years of language arts and science research
inferredcites →https://doi.org/10.1109/tpc.1996.503277openalex-snapshot
Genre Knowledge in Disciplinary Communication: Cognition/ Culture/Power
inferredcites →https://doi.org/10.1177/0022057409189001-208openalex-snapshot
Effective Practices for Developing Reading Comprehension
inferredcites →https://doi.org/10.1177/0741088385002001001openalex-snapshot
Physicists Reading Physics
inferredcites →https://doi.org/10.1177/09636625030122001openalex-snapshot
University Students' Interpretation of Media Reports of Science and its Relationship to Background Knowledge, Interest, and Reading Difficulty
inferredcites →https://doi.org/10.1207/s1532690xci0102_1openalex-snapshot
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
inferredcites →https://doi.org/10.1207/s1532690xci1401_1openalex-snapshot
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text
inferredcites →https://doi.org/10.1207/s1532690xci1401_2openalex-snapshot
Learning From History Text: The Interaction of Knowledge and Comprehension Skill with Text Structure
inferredcites →https://doi.org/10.1207/s1532690xci1501_3openalex-snapshot
Studying and Using Multiple Documents in History: Effects of Discipline Expertise
inferredcites →https://doi.org/10.1207/s1532690xci2004_2openalex-snapshot
Improving Students' Ability to Identify and Use Source Information
inferredcites →https://doi.org/10.1207/s1532690xci2103_02openalex-snapshot
Assessing Reading Skill With a Think-Aloud Procedure and Latent Semantic Analysis
inferredcites →https://doi.org/10.1207/s1532690xci2304_2openalex-snapshot
Relations Between Adolescents' Text Processing and Reasoning
inferredcites →https://doi.org/10.1207/s1532690xci2404_4openalex-snapshot
The Deep-Level-Reasoning-Question Effect: The Role of Dialogue and Deep-Level-Reasoning Questions During Vicarious Learning
inferredcites →https://doi.org/10.1207/s15326950dp3602_2openalex-snapshot
Availability and Accessibility of Information and Causal Inferences From Scientific Text
inferredcites →https://doi.org/10.1207/s15326950dp3801_1openalex-snapshot
SERT: Self-Explanation Reading Training
inferredcites →https://doi.org/10.1207/s15326985ep2501_3openalex-snapshot
Self-Regulated Learning: Monitoring Learning From Text
inferredcites →https://doi.org/10.1207/s15326985ep2902_4openalex-snapshot
The problems of learning to think like a historian: Writing history in the culture of the classroom
inferredcites →https://doi.org/10.1207/s15326985ep3901_5openalex-snapshot
Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching
inferredcites →https://doi.org/10.1207/s15326985ep4004_3openalex-snapshot
A Theoretical Framework and Approach for Fostering Metacognitive Development
inferredcites →https://doi.org/10.1207/s15326985ep4004_5openalex-snapshot
A Framework for Supporting Metacognitive Aspects of Online Inquiry Through Software-Based Scaffolding
inferredcites →https://doi.org/10.1207/s15327809jls0402_2openalex-snapshot
Cognitive Tutors: Lessons Learned
inferredcites →https://doi.org/10.1207/s15327809jls0901_5openalex-snapshot
Science on the Web: Students Online in a Sixth-Grade Classroom
inferredcites →https://doi.org/10.1207/s1532799xssr0203_4openalex-snapshot
The Construction of Causal Inferences While Reading Expository Texts on Science and Technology
inferredcites →https://doi.org/10.1598/0829openalex-snapshot
What Research Has to Say About Reading Instruction
inferredcites →https://doi.org/10.1598/0872071774.13openalex-snapshot
Metacognition and Self-Regulated Comprehension
inferredcites →https://doi.org/10.2307/1176775openalex-snapshot
Situated Learning and Education
inferredcites →https://doi.org/10.2307/358302openalex-snapshot
Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power
inferredcites →https://doi.org/10.2307/747801openalex-snapshot
Locating Information in Documents: Examination of a Cognitive Model
inferredcites →https://doi.org/10.3102/00028312031001104openalex-snapshot
Question Asking During Tutoring
inferredcites →https://doi.org/10.3102/0002831206298171openalex-snapshot
The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes” Measures of High School Students’ Science Achievement
inferredcites →https://doi.org/10.3102/00346543066002181openalex-snapshot
Teaching Students to Generate Questions: A Review of the Intervention Studies
inferredcites →https://doi.org/10.3200/genp.132.4.408-428openalex-snapshot
Putting the Comprehension in Metacomprehension
inferredcites →https://doi.org/10.3758/bf03193412openalex-snapshot
An examination of the seductive details effect in terms of working memory capacity
inferredcites →https://doi.org/10.3758/mc.36.1.93openalex-snapshot
Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy
inferredcites →https://doi.org/10.4324/9780203052662openalex-snapshot
Teaching and Learning in History
inferredcites →https://doi.org/10.4324/9780203053515openalex-snapshot
innovations in Learning
inferredcites →https://doi.org/10.4324/9780203771686openalex-snapshot
Dimensions of Thinking and Cognitive Instruction
inferredcites →https://doi.org/10.4324/9780203820094openalex-snapshot
The Skills of Document Use
inferredcites →https://doi.org/10.4324/9780203876428openalex-snapshot
Handbook of Metacognition in Education
inferredcites →https://doi.org/10.4324/9780203876428-15openalex-snapshot
The Interplay of Scientific Inquiry and Metacognition
inferredcites →https://doi.org/10.4324/9781315782379-114openalex-snapshot
Do argumentation tasks promote conceptual change about volcanoes?
inferredcites →https://doi.org/10.4324/9781315864341openalex-snapshot
Advances in Instructional Psychology
inferredcites →https://doi.org/10.4324/9781315866239-3openalex-snapshot
A Theoretical Framework and Approach for Fostering Metacognitive Development
inferredcites →https://doi.org/10.4324/9781410600257openalex-snapshot
Cognition and Instruction
inferredcites →https://doi.org/10.4324/9781410601032openalex-snapshot
Self-Regulated Learning and Academic Achievement
inferredcites →https://doi.org/10.4324/9781410602350openalex-snapshot
Metacognition in Educational Theory and Practice
inferredcites →https://doi.org/10.4324/9781410602671openalex-snapshot
Innovations in Science and Mathematics Education
inferredcites →https://doi.org/10.4324/9781410602671-13openalex-snapshot
Th e KNOWLEDGE INTEGRATION ENVIRONMENT: Helping Students Use the Internet Effectivel y
inferredcites →https://doi.org/10.4324/9781410603050openalex-snapshot
The Construction of Mental Representations During Reading
inferredcites →https://doi.org/10.4324/9781410603715openalex-snapshot
Cognitive Perspectives on Peer Learning
inferredcites →https://doi.org/10.4324/9781410610393openalex-snapshot
Internet Environments for Science Education
inferredcites →https://doi.org/10.4324/9781410612434openalex-snapshot
The Psychology of Science Text Comprehension
inferredcites →https://doi.org/10.5860/choice.28-3406openalex-snapshot
Dimensions of thinking and cognitive instruction
inferredcites →https://doi.org/10.5860/choice.32-5782openalex-snapshot
Teaching and learning in history
inferredcites →https://doi.org/10.5860/choice.38-2857openalex-snapshot
Innovations in science and mathematics education: advanced designs for technologies of learning
inferredcites →https://doi.org/10.5860/choice.43-5643openalex-snapshot
The Cambridge handbook of multimedia learning
inferredcites →https://doi.org/10.5860/choice.44-5174openalex-snapshot
The skills of document use: from text comprehension to Web-based learning
inferredcites →https://doi.org/10.5860/choice.45-3327openalex-snapshot
Taking science to school: learning and teaching science in grades K-8

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.3048994openalex-extracted
Lateral Reading: Reading Less and Learning More When Evaluating Digital Information
inferred← citeshttps://doi.org/10.2139/ssrn.3936112openalex-extracted
Lateral Reading on the Open Internet
inferred← citeshttps://doi.org/10.1002/9781119985280.ch9openalex-snapshot
Developing Democratic Classrooms in the Digital Age
inferred← citeshttps://doi.org/10.1002/acp.3018openalex-snapshot
You'd Better Ask an Expert: Mitigating the Comprehensibility Effect on Laypeople's Decisions About Science‐Based Knowledge Claims
inferred← citeshttps://doi.org/10.1002/asi.23784openalex-snapshot
Don't be deceived: Using linguistic analysis to learn how to discern online review authenticity
inferred← citeshttps://doi.org/10.1002/asi.24978openalex-snapshot
College students' credibility assessments of GenAI ‐generated information for academic tasks: An interview study
inferred← citeshttps://doi.org/10.1002/cae.22556openalex-snapshot
Characterizing the most effective scaffolding approaches in engineering and technology education: A clustering approach
inferred← citeshttps://doi.org/10.1002/ets2.12035openalex-snapshot
Assessing Written Communication in Higher Education: Review and Recommendations for Next‐Generation Assessment
inferred← citeshttps://doi.org/10.1002/ets2.12082openalex-snapshot
Cognitively Based Assessment of Research and Inquiry Skills: Defining a Key Practice in the English Language Arts
inferred← citeshttps://doi.org/10.1002/j.2333-8504.2013.tb02337.xopenalex-snapshot
PRELIMINARY READING LITERACY ASSESSMENT FRAMEWORK: FOUNDATION AND RATIONALE FOR ASSESSMENT AND SYSTEM DESIGN
inferred← citeshttps://doi.org/10.1002/rrq.027openalex-snapshot
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners
inferred← citeshttps://doi.org/10.1002/rrq.187openalex-snapshot
Argumentation Tasks in Secondary English Language Arts, History, and Science: Variations in Instructional Focus and Inquiry Space
inferred← citeshttps://doi.org/10.1002/rrq.197openalex-snapshot
Task‐Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use
inferred← citeshttps://doi.org/10.1002/rrq.241openalex-snapshot
How Good Is This Page? Benefits and Limits of Prompting on Adolescents’ Evaluation of Web Information Quality
inferred← citeshttps://doi.org/10.1002/rrq.245openalex-snapshot
“I'm Always Kind of Double‐Checking”: Exploring the Information‐Seeking Identities of Expert Generalists
inferred← citeshttps://doi.org/10.1002/rrq.253openalex-snapshot
Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data
inferred← citeshttps://doi.org/10.1002/rrq.49openalex-snapshot
Adolescents' Constructively Responsive Reading Strategy Use in a Critical Internet Reading Task
inferred← citeshttps://doi.org/10.1002/rrq.568openalex-snapshot
Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type
inferred← citeshttps://doi.org/10.1002/rrq.70090openalex-snapshot
Developing and Validating an Instrument for Assessing Secondary Students' Self‐Efficacy for Online Reading
inferred← citeshttps://doi.org/10.1002/sce.20480openalex-snapshot
“It should at least seem scientific!” Textual features of “scientificness” and their impact on lay assessments of online information
inferred← citeshttps://doi.org/10.1002/tea.21225openalex-snapshot
Towards critical appraisal of infographics as scientific inscriptions
inferred← citeshttps://doi.org/10.1002/tea.21533openalex-snapshot
Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer
inferred← citeshttps://doi.org/10.1002/trtr.2284openalex-snapshot
Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers
inferred← citeshttps://doi.org/10.1007/978-1-4419-5546-3_2openalex-snapshot
Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring
inferred← citeshttps://doi.org/10.1007/978-1-4471-2161-9_10openalex-snapshot
Operation ARIES!: A Serious Game for Teaching Scientific Inquiry
inferred← citeshttps://doi.org/10.1007/978-1-4614-3329-3_17openalex-snapshot
Measuring What Matters in a Digital Age: Technology and the Design of Assessments for Multisource Comprehension
inferred← citeshttps://doi.org/10.1007/978-1-4614-6501-0_16openalex-snapshot
Teacher Preparation for Educational Technology
inferred← citeshttps://doi.org/10.1007/978-3-030-22341-0_26openalex-snapshot
Using an Adaptive Intelligent Tutoring System to Promote Learning Affordances for Adults with Low Literacy Skills
inferred← citeshttps://doi.org/10.1007/978-3-030-23204-7_30openalex-snapshot
Predicting Multi-document Comprehension: Cohesion Network Analysis
inferred← citeshttps://doi.org/10.1007/978-3-030-38825-6_11openalex-snapshot
Trainings and Tools to Foster Source Credibility Evaluation During Web Search
inferred← citeshttps://doi.org/10.1007/978-3-031-15845-2_1openalex-snapshot
Promoting Web-Source Evaluation and Comprehension of Conflicting Online Documents: Effects of Classroom Interventions
inferred← citeshttps://doi.org/10.1007/978-3-031-69510-0_8openalex-snapshot
Promotion of the Critical-Reflective Use of Online Media Among Medical Students in Final Clinical Year
inferred← citeshttps://doi.org/10.1007/978-3-319-07221-0_6openalex-snapshot
Impact of Agent Role on Confusion Induction and Learning
inferred← citeshttps://doi.org/10.1007/978-3-319-19773-9_17openalex-snapshot
Machine Learning for Holistic Evaluation of Scientific Essays
inferred← citeshttps://doi.org/10.1007/978-3-319-31235-4_9openalex-snapshot
Using Advances in Cognitive Science to Improve Students Study Skills and Reading Comprehension
inferred← citeshttps://doi.org/10.1007/978-3-319-49077-9_4openalex-snapshot
Learning and Problem-Solving with Hypermedia in the Twenty-First Century: From Hypertext to Multiple Web Sources and Multimodal Adaptivity
inferred← citeshttps://doi.org/10.1007/978-3-319-53803-7_2-1openalex-snapshot
New Literacies: Curricular Implications
inferred← citeshttps://doi.org/10.1007/978-3-319-53803-7_2-2openalex-snapshot
New Literacies: Curricular Implications
inferred← citeshttps://doi.org/10.1007/978-3-319-64274-1_12openalex-snapshot
Successes and Failures in Building Learning Environments to Promote Deep Learning: The Value of Conversational Agents
inferred← citeshttps://doi.org/10.1007/978-3-319-71054-9_2openalex-snapshot
New Literacies: Curricular Implications
inferred← citeshttps://doi.org/10.1007/978-3-642-16419-4_31openalex-snapshot
Trust in ‘E’: Users’ Trust in Information Resources in the Web Environment
inferred← citeshttps://doi.org/10.1007/978-94-007-2150-0_527openalex-snapshot
Web 2.0 Resources for Science Education
inferred← citeshttps://doi.org/10.1007/978-94-007-6165-0_527-2openalex-snapshot
Web 2.0 Resources for Science Education
inferred← citeshttps://doi.org/10.1007/978-981-10-4331-4_3openalex-snapshot
Advancing Reading Engagement and Achievement through Personal Digital Inquiry, Critical Literacy, and Skilful Argumentation
inferred← citeshttps://doi.org/10.1007/978-981-10-4331-4_4openalex-snapshot
Key Issues in Research on Students’ Critical Reading and Learning in the 21st Century Information Society
inferred← citeshttps://doi.org/10.1007/978-981-19-5351-4_11openalex-snapshot
Thinking and Talking Like a Geographer: Teachers’ Use of Dialogic Talk for Engaging Students with Multimodal Data in the Geography Classroom
inferred← citeshttps://doi.org/10.1007/bf03652036openalex-snapshot
Students’ evaluation of information during online inquiry: Working individually or in pairs
inferred← citeshttps://doi.org/10.1007/s10212-015-0270-9openalex-snapshot
Effects of text-belief consistency and reading task on the strategic validation of multiple texts
inferred← citeshttps://doi.org/10.1007/s10212-020-00497-yopenalex-snapshot
How do students integrate multiple texts? An investigation of top-down processing
inferred← citeshttps://doi.org/10.1007/s10639-025-13498-5openalex-snapshot
Does the internet lead to surface searching and a deficiency of discovery in student learning?
inferred← citeshttps://doi.org/10.1007/s10648-017-9421-7openalex-snapshot
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills
inferred← citeshttps://doi.org/10.1007/s10648-023-09756-yopenalex-snapshot
To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts
inferred← citeshttps://doi.org/10.1007/s10763-020-10145-yopenalex-snapshot
Influence of Scaffolding on Information Literacy and Argumentation Skills in Virtual Field Trips and Problem-Based Learning for Scientific Problem Solving
inferred← citeshttps://doi.org/10.1007/s10956-015-9590-4openalex-snapshot
Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders’ Perceptions of Science Information Sources
inferred← citeshttps://doi.org/10.1007/s10956-016-9621-9openalex-snapshot
Measuring Graph Comprehension, Critique, and Construction in Science
inferred← citeshttps://doi.org/10.1007/s11145-014-9507-2openalex-snapshot
Knowledge and processes that predict proficiency in digital literacy
inferred← citeshttps://doi.org/10.1007/s11145-015-9601-0openalex-snapshot
The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison
inferred← citeshttps://doi.org/10.1007/s11145-015-9609-5openalex-snapshot
Content integration across multiple documents reduces memory for sources
inferred← citeshttps://doi.org/10.1007/s11145-015-9611-yopenalex-snapshot
Sourcing in professional education: Do text factors make any difference?
inferred← citeshttps://doi.org/10.1007/s11145-016-9623-2openalex-snapshot
Improving vocational students’ consideration of source information when deciding about science controversies
inferred← citeshttps://doi.org/10.1007/s11145-016-9625-0openalex-snapshot
Whose story is this? Discrepancy triggers readers’ attention to source information in short narratives
inferred← citeshttps://doi.org/10.1007/s11145-016-9638-8openalex-snapshot
How source information shapes lay interpretations of science conflicts: interplay between sourcing, conflict explanation, source evaluation, and claim evaluation
inferred← citeshttps://doi.org/10.1007/s11145-016-9675-3openalex-snapshot
Commentary: Advances in research on sourcing—source credibility and reliable processes for producing knowledge claims
inferred← citeshttps://doi.org/10.1007/s11145-016-9676-2openalex-snapshot
Sourcing in the reading process: introduction to the special issue
inferred← citeshttps://doi.org/10.1007/s11145-016-9679-zopenalex-snapshot
Erratum to: Improving vocational students’ consideration of source information when deciding about science controversies
inferred← citeshttps://doi.org/10.1007/s11145-017-9797-2openalex-snapshot
Exploring early adolescents’ evaluation of academic and commercial online resources related to health
inferred← citeshttps://doi.org/10.1007/s11145-018-9863-4openalex-snapshot
Examining interest throughout multiple text use
inferred← citeshttps://doi.org/10.1007/s11145-018-9892-zopenalex-snapshot
Roles of paper-based reading ability and ICT-related skills in online reading performance
inferred← citeshttps://doi.org/10.1007/s11145-020-10095-5openalex-snapshot
Reasoning beyond history: examining students’ strategy use when completing a multiple text task addressing a controversial topic in education
inferred← citeshttps://doi.org/10.1007/s11145-021-10219-5openalex-snapshot
Examining undergraduates’ text-based evidence identification, evaluation, and use
inferred← citeshttps://doi.org/10.1007/s11145-025-10701-4openalex-snapshot
Fostering primary school students’ multiple texts integration: What type of reading prompt should teachers provide?
inferred← citeshttps://doi.org/10.1007/s11191-012-9469-1openalex-snapshot
The Role of Authority in Science and Religion with Implications for Science Teaching and Learning
inferred← citeshttps://doi.org/10.1007/s11192-022-04521-4openalex-snapshot
Starstruck by journal prestige and citation counts? On students’ bias and perceptions of trustworthiness according to clues in publication references
inferred← citeshttps://doi.org/10.1007/s11251-010-9155-0openalex-snapshot
Effects of epistemological sensitization on source choices
inferred← citeshttps://doi.org/10.1007/s11251-010-9158-xopenalex-snapshot
Do specific relevance instructions promote transfer appropriate processing?
inferred← citeshttps://doi.org/10.1007/s11251-013-9263-8openalex-snapshot
Task-oriented reading of multiple documents: online comprehension processes and offline products
inferred← citeshttps://doi.org/10.1007/s11251-013-9276-3openalex-snapshot
Students’ consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution
inferred← citeshttps://doi.org/10.1007/s11251-015-9349-6openalex-snapshot
The role of consistency, order, and structure in evaluating and comprehending competing scientific explanations
inferred← citeshttps://doi.org/10.1007/s11251-015-9359-4openalex-snapshot
Sourcing while reading divergent expert accounts: Pathways from views of knowing to written argumentation
inferred← citeshttps://doi.org/10.1007/s11251-016-9381-1openalex-snapshot
Synergies: effects of source representation and goal instructions on evidence quality, reasoning, and conceptual integration during argumentation-driven inquiry
inferred← citeshttps://doi.org/10.1007/s11251-023-09657-1openalex-snapshot
Improving multiple document comprehension with a lesson about multi-causal explanations in science
inferred← citeshttps://doi.org/10.1007/s11251-024-09676-6openalex-snapshot
Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course
inferred← citeshttps://doi.org/10.1007/s11409-011-9075-7openalex-snapshot
Measuring strategic processing when students read multiple texts
inferred← citeshttps://doi.org/10.1007/s11409-016-9165-7openalex-snapshot
Learning to integrate divergent information sources: the interplay of epistemic cognition and epistemic metacognition
inferred← citeshttps://doi.org/10.1007/s11409-019-09201-yopenalex-snapshot
Calibration in multiple text use
inferred← citeshttps://doi.org/10.1007/s11409-026-09486-wopenalex-snapshot
Awareness of belief change predicts information seeking
inferred← citeshttps://doi.org/10.1007/s11409-026-09493-xopenalex-snapshot
Metacomprehension accuracy and regulation in multiple-document reading: On the effects of summary writing and external standards
inferred← citeshttps://doi.org/10.1007/s11423-014-9356-3openalex-snapshot
Reading information about a scientific phenomenon on webpages varying for reliability: an eye-movement analysis
inferred← citeshttps://doi.org/10.1007/s11423-019-09646-7openalex-snapshot
Metacognitive scaffolding for online information search in K-12 and higher education settings: a systematic review
inferred← citeshttps://doi.org/10.1007/s11618-023-01163-xopenalex-snapshot
Fostering multiple document comprehension: motivational factors and its relationship with the use of self-study materials
inferred← citeshttps://doi.org/10.1007/s40593-016-0127-7openalex-snapshot
Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks
inferred← citeshttps://doi.org/10.1007/s40593-017-0138-zopenalex-snapshot
Different Approaches to Assessing the Quality of Explanations Following a Multiple-Document Inquiry Activity in Science
inferred← citeshttps://doi.org/10.1007/s44217-025-00739-5openalex-snapshot
The effect of inquiry-based learning via 5E instructional model on students’ attitude toward learning history at secondary schools in Bonga town, Southwest Ethiopia
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.07046-9openalex-snapshot
Reading comprehension in troubled times
inferred← citeshttps://doi.org/10.1016/j.caeo.2021.100037openalex-snapshot
Sourcing on the internet: Examining the relations among different phases of online inquiry
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2009.12.001openalex-snapshot
Exploring how relevance instructions affect personal reading intentions, reading goals and text processing: A mixed methods study
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2013.03.003openalex-snapshot
Promoting secondary school students’ evaluation of source features of multiple documents
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2016.07.004openalex-snapshot
Who said that? Investigating the Plausibility-Induced Source Focusing assumption with Norwegian undergraduate readers
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2017.12.002openalex-snapshot
Effects of reading real versus print-out versions of multiple documents on students’ sourcing and integrated understanding
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2019.03.003openalex-snapshot
Toward a typology of integration: Examining the documents model framework
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2020.101900openalex-snapshot
Does the position of source information for multiple documents matter? Insights from two experiments
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102204openalex-snapshot
Using PowerPoints to assess students’ learning from multiple resources
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102229openalex-snapshot
Critical Reading of Informational Texts (CRIT) Scaffold: Evaluating the efficacy of an instructional scaffold for reading multiple scientific texts
inferred← citeshttps://doi.org/10.1016/j.chb.2011.10.024openalex-snapshot
Improving Information Problem Solving skills in Secondary Education through embedded instruction
inferred← citeshttps://doi.org/10.1016/j.chb.2012.10.012openalex-snapshot
The role of Internet-specific epistemic beliefs in laypersons’ source evaluations and decisions during Web search on a medical issue
inferred← citeshttps://doi.org/10.1016/j.chb.2013.04.034openalex-snapshot
Searching the Web for conflicting topics: Page and user factors
inferred← citeshttps://doi.org/10.1016/j.chb.2015.01.045openalex-snapshot
When adults without university education search the Internet for health information: The roles of Internet-specific epistemic beliefs and a source evaluation intervention
inferred← citeshttps://doi.org/10.1016/j.chb.2015.11.028openalex-snapshot
Online information search and decision making: Effects of web search stance
inferred← citeshttps://doi.org/10.1016/j.chb.2016.02.044openalex-snapshot
The effects of source representation and goal instructions on college students' information evaluation behavior change
inferred← citeshttps://doi.org/10.1016/j.chb.2016.02.057openalex-snapshot
How attitude strength biases information processing and evaluation on the web
inferred← citeshttps://doi.org/10.1016/j.chb.2016.06.018openalex-snapshot
Laypersons’ digital problem solving: Relationships between strategy and performance in a large-scale international survey
inferred← citeshttps://doi.org/10.1016/j.chb.2017.05.024openalex-snapshot
Text navigation in multiple source use
inferred← citeshttps://doi.org/10.1016/j.chb.2019.01.033openalex-snapshot
Exploring the collaborative synthesis of information during online reading
inferred← citeshttps://doi.org/10.1016/j.chb.2022.107297openalex-snapshot
Preservice teachers’ recognition of source and content bias in educational application (app) reviews
inferred← citeshttps://doi.org/10.1016/j.chb.2022.107359openalex-snapshot
What does more and less effective internet evaluation entail?: Investigating readers’ credibility judgments across content, source, and context
inferred← citeshttps://doi.org/10.1016/j.chb.2024.108385openalex-snapshot
Storifying instructional videos on online credibility evaluation: Examining engagement and learning
inferred← citeshttps://doi.org/10.1016/j.chb.2024.108547openalex-snapshot
Scaffolding source evaluation during document-based scientific inquiry: The contributions of document mapping and shared criteria scaffolds
inferred← citeshttps://doi.org/10.1016/j.chb.2025.108729openalex-snapshot
How do source evaluation criteria develop? A microgenetic study of growth of epistemic ideals
inferred← citeshttps://doi.org/10.1016/j.chb.2025.108818openalex-snapshot
“I would have gone to the original source”: Emerging and established readers’ cognitive and metacognitive strategies during online evaluation
inferred← citeshttps://doi.org/10.1016/j.chbr.2024.100470openalex-snapshot
Information problem solving during a digital authentic task: A thematic analysis of students’ strategies
inferred← citeshttps://doi.org/10.1016/j.compcom.2025.102914openalex-snapshot
Cultivating networked literacy: Second language writers and the development of online source evaluation strategies
inferred← citeshttps://doi.org/10.1016/j.compedu.2014.03.016openalex-snapshot
Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention
inferred← citeshttps://doi.org/10.1016/j.compedu.2014.12.005openalex-snapshot
Reading science texts online: Does source information influence the identification of contradictions within texts?
inferred← citeshttps://doi.org/10.1016/j.compedu.2016.07.001openalex-snapshot
Fostering secondary-school students’ intertext model formation when reading a set of websites: The effectiveness of source prompts
inferred← citeshttps://doi.org/10.1016/j.compedu.2017.05.020openalex-snapshot
Why attend to source information when reading online? The perspective of ninth grade students from two different countries
inferred← citeshttps://doi.org/10.1016/j.compedu.2017.12.009openalex-snapshot
Internet source evaluation: The role of implicit associations and psychophysiological self-regulation
inferred← citeshttps://doi.org/10.1016/j.compedu.2018.06.030openalex-snapshot
Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance
inferred← citeshttps://doi.org/10.1016/j.compedu.2019.103711openalex-snapshot
Learning to evaluate: An intervention in civic online reasoning
inferred← citeshttps://doi.org/10.1016/j.compedu.2024.105048openalex-snapshot
Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers
inferred← citeshttps://doi.org/10.1016/j.hal.2016.10.004openalex-snapshot
Education and notification approaches for harmful algal blooms (HABs), Washington State, USA
inferred← citeshttps://doi.org/10.1016/j.iheduc.2020.100777openalex-snapshot
Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report
inferred← citeshttps://doi.org/10.1016/j.jarmac.2018.05.001openalex-snapshot
Mindwandering while reading not only reduces science learning but also increases content misunderstandings.
inferred← citeshttps://doi.org/10.1016/j.jarmac.2019.08.003openalex-snapshot
Using relevant animations to counter stereotype threat when learning science.
inferred← citeshttps://doi.org/10.1016/j.jeap.2016.06.002openalex-snapshot
Students' writing from sources for academic purposes: A synthesis of recent research
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2010.02.006openalex-snapshot
Choosing and using multiple information sources: Some new findings and emergent issues
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2010.02.007openalex-snapshot
The influence of surface and deep cues on primary and secondary school students' assessment of relevance in Web menus
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2011.08.002openalex-snapshot
Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2011.11.004openalex-snapshot
The seduction of easiness: How science depictions influence laypeople’s reliance on their own evaluation of scientific information
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2013.12.007openalex-snapshot
The role of dynamic spatial ability in geoscience text comprehension
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2014.12.003openalex-snapshot
The role of epistemic perspectives in comprehension of multiple author viewpoints
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2017.10.001openalex-snapshot
When analogies harm: The effects of analogies on metacomprehension
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2018.01.008openalex-snapshot
Strategies for comprehending and integrating texts and videos
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2018.04.002openalex-snapshot
Postscript: In pursuit of integration
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2018.04.006openalex-snapshot
Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2019.101266openalex-snapshot
Epistemic beliefs about the value of integrating information across multiple documents in history
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2019.101297openalex-snapshot
Researching and writing based on multiple texts
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2020.101367openalex-snapshot
Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2020.101413openalex-snapshot
Multi-text multi-modal reading processes and comprehension
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2022.101599openalex-snapshot
On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.101927openalex-snapshot
Critique generation promotes the critical reading of multiple texts
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102218openalex-snapshot
Adjusting strategies when reading reliable and unreliable texts
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102347openalex-snapshot
Purpose instructions and task models in multiple-text reading
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102435openalex-snapshot
Prompting strategies with generative AI during learning from multiple sources
inferred← citeshttps://doi.org/10.1016/j.lindif.2013.12.012openalex-snapshot
Incremental theories of intelligence predict multiple document comprehension
inferred← citeshttps://doi.org/10.1016/j.lindif.2014.12.001openalex-snapshot
The Explaining Conflicting Scientific Claims (ECSC) Questionnaire: Measuring Laypersons’ explanations for conflicts in science
inferred← citeshttps://doi.org/10.1016/j.lindif.2017.01.021openalex-snapshot
Historical thinking skills and mastery of multiple document tasks
inferred← citeshttps://doi.org/10.1016/j.lindif.2018.05.011openalex-snapshot
Inspiring integration in college students reading multiple biology texts
inferred← citeshttps://doi.org/10.1016/j.lindif.2024.102442openalex-snapshot
Investigating the role of prior knowledge in comprehending intratextual and intertextual relationships when reading multiple texts
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102676openalex-snapshot
Getting there is half the journey: An exploration of high schoolers' individual differences and navigation strategies during internet-based digital reading
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102782openalex-snapshot
Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment
inferred← citeshttps://doi.org/10.1016/j.lisr.2019.101001openalex-snapshot
The influence of information cascades on online reading behaviors of free and paid e-books
inferred← citeshttps://doi.org/10.1016/j.tate.2016.10.007openalex-snapshot
Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104207openalex-snapshot
Searching for quality: Examining Pinterest as a resource for teachers of science
inferred← citeshttps://doi.org/10.1016/j.tate.2024.104572openalex-snapshot
Information literacy instruction in naturalistic high school science classrooms: Instructional strategies and associations with students’ prior knowledge
inferred← citeshttps://doi.org/10.1016/j.tsc.2021.100927openalex-snapshot
Thinking critically through controversial issues on digital media: Dispositions and key criteria for content evaluation
inferred← citeshttps://doi.org/10.1016/j.tsc.2023.101250openalex-snapshot
Source evaluation: Components and impacts
inferred← citeshttps://doi.org/10.1017/9781108235631.015openalex-snapshot
Multiple-Text Comprehension
inferred← citeshttps://doi.org/10.1017/9781108894333.045openalex-snapshot
Multimedia Learning with Media
inferred← citeshttps://doi.org/10.1017/9781108894333.053openalex-snapshot
Multimedia Learning from Multiple Documents
inferred← citeshttps://doi.org/10.1017/cbo9781107279186.014openalex-snapshot
Constructing inferences in naturalistic reading contexts
inferred← citeshttps://doi.org/10.1017/cbo9781139048224.017openalex-snapshot
Learning with Multiple Documents
inferred← citeshttps://doi.org/10.1017/cbo9781139547369.039openalex-snapshot
Multimedia Learning from Multiple Documents
inferred← citeshttps://doi.org/10.1017/epi.2025.27openalex-snapshot
It’s not just the Web, It’s the Spider as well: Prioritising Education over Structural Changes
inferred← citeshttps://doi.org/10.1021/bk-2016-1232.ch012openalex-snapshot
Teaching Climate Change Concepts and the Nature of Science: A Library Activity To Identify Sources of Climate Change Misconceptions
inferred← citeshttps://doi.org/10.1021/bk-2020-1345.ch001openalex-snapshot
Information Literacy and Science Communication in Undergraduate Courses That Connect Chemistry to Sustainability
inferred← citeshttps://doi.org/10.1024/1010-0652/a000238openalex-snapshot
The role of cognitive load in university students' comprehension of multiple documents
inferred← citeshttps://doi.org/10.1037/edu0000057openalex-snapshot
The effects of topic familiarity, author expertise, and content relevance on Norwegian students’ document selection: A mixed methods study.
inferred← citeshttps://doi.org/10.1037/edu0000121openalex-snapshot
When, and for whom, analogies help: The role of spatial skills and interleaved presentation.
inferred← citeshttps://doi.org/10.1037/xap0000096openalex-snapshot
Improving metacomprehension accuracy in an undergraduate course context.
inferred← citeshttps://doi.org/10.1075/swll.16.02bekopenalex-snapshot
Meaningful learning from texts
inferred← citeshttps://doi.org/10.1075/swll.17openalex-snapshot
Learning to Read in a Digital World
inferred← citeshttps://doi.org/10.1075/swll.17.04salopenalex-snapshot
Comprehension processes in digital reading
inferred← citeshttps://doi.org/10.1075/z.206.18graopenalex-snapshot
Two technologies to help adults with reading difficulties improve their comprehension
inferred← citeshttps://doi.org/10.1080/00220973.2013.813368openalex-snapshot
Exploring the Boundary Conditions of the Redundancy Principle
inferred← citeshttps://doi.org/10.1080/00220973.2026.2634379openalex-snapshot
A Design-Based Intervention to Develop Elementary Students’ Digital Literacy Skills
inferred← citeshttps://doi.org/10.1080/00221546.2022.2082783openalex-snapshot
Civic Preparation for the Digital Age: How College Students Evaluate Online Sources About Social and Political Issues
inferred← citeshttps://doi.org/10.1080/00313831.2017.1402369openalex-snapshot
Pupils’ Information Processing and Its Implications for Learning and Assessment: A Think-Aloud Study
inferred← citeshttps://doi.org/10.1080/00313831.2018.1434828openalex-snapshot
To Read or Not to Read: A Qualitative Study of Students’ Justifications for Document Selection in Task-Oriented Reading
inferred← citeshttps://doi.org/10.1080/00377996.2026.2631402openalex-snapshot
The Effect of Inquiry-Based Learning on Students’ Attitude Toward Learning History and Academic Achievement at Secondary Schools
inferred← citeshttps://doi.org/10.1080/00461520.2010.515933openalex-snapshot
Self-Regulated Learning in Learning Environments With Pedagogical Agents That Interact in Natural Language
inferred← citeshttps://doi.org/10.1080/00461520.2011.538647openalex-snapshot
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model
inferred← citeshttps://doi.org/10.1080/00461520.2012.722511openalex-snapshot
Reading Into the Future: Competence for the 21st Century
inferred← citeshttps://doi.org/10.1080/00461520.2013.863265openalex-snapshot
Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking
inferred← citeshttps://doi.org/10.1080/00461520.2014.916217openalex-snapshot
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information
inferred← citeshttps://doi.org/10.1080/00461520.2016.1168741openalex-snapshot
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy
inferred← citeshttps://doi.org/10.1080/00461520.2017.1322968openalex-snapshot
Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation
inferred← citeshttps://doi.org/10.1080/00461520.2017.1322969openalex-snapshot
The Art of Reading in a Knowledge Society: Commentary on the Special Issue on Models of Multiple Text Comprehension
inferred← citeshttps://doi.org/10.1080/00461520.2017.1323219openalex-snapshot
The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence
inferred← citeshttps://doi.org/10.1080/00461520.2017.1328309openalex-snapshot
Analyzing and Integrating Models of Multiple Text Comprehension
inferred← citeshttps://doi.org/10.1080/00461520.2017.1329014openalex-snapshot
Cognitive Affective Engagement Model of Multiple Source Use
showing the first 200 of 391
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.