Situating the “Who” in Multiple Source Use: What Do Learners’ Characteristics Reveal About Online Processing?

Session Type: Symposium

Abstract

This session examines the role of learner characteristics in multiple source use. While a variety of factors related to texts and task have been found to impact the processing of multiple sources, it remains essential to understand the “who” in this context as well—that is, how the characteristics of learners shape how multiple sources are processed and what results. This symposium seeks to examine both specific learner characteristics, including beliefs about intelligence, argumentative reasoning, and interest, and their manifestation in varied tasks requiring the use of multiple texts. Through discerning the interplay between learners’ abilities, knowledge, and beliefs (i.e., the “who”), we may better develop the manner and outcomes of multiple source engagement (i.e., the “how” and “what”).

Sub Unit

• Division C - Learning and Instruction / Section 2a: Cognitive and Motivational Processes

Chair

• Matthew T. McCrudden, Victoria University of Wellington

Papers

• Incremental Theories of Intelligence Predict Multiple Document Comprehension - Jason Lawrence Braasch, The University of Memphis; Ivar Braten, University of Oslo; Helge I. Stromso, University of Oslo; Oistein Anmarkrud, University of Oslo

• Learner Characteristics, Web Source Evaluation, and Inquiry Learning: Evidence From Multiple Studies - Lucia Mason, University of Padova; Patrik Pluchino, University of Padova; Caterina Tornatora, University of Padua

• Impact of Interest and Prior Knowledge on Multiple Source Use - Alexandra List, The Pennsylvania State University; Emily M. Grossnickle, Georgetown University

• Multiple Source Comprehension: Sources of Complexity and What Students Need to Know and Be Able to Do - Susan R. Goldman, University of Illinois at Chicago

Discussant

• Patricia A. Alexander, University of Maryland - College Park