The Role of Discussion-Based Pedagogies in Promoting Multiple-Text Learning: A Systematic Review

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Abstract

This systematic review examines how discussion-based pedagogies support students’ multiple-text learning. Although educators frequently incorporate discussion into sourcing and synthesis instruction, many studies lack theoretical grounding and consistent application. We reviewed 16 empirical studies published between 2015 and 2025. Analyses addressed (1) the extent and contexts of discussion use, (2) the ways that discussion-based pedagogies have been used to facilitate multiple-text learning, and (3) discussion’s effectiveness in supporting learning outcomes. Findings show that while discussion appears frequently, many studies lack a clear pedagogical design or theoretical grounding in discussion-related frameworks. The review underscores the need for theory-informed approaches and structured facilitation to strengthen the contribution of discussion in supporting students’ reasoning, synthesis, and evaluation across texts.

Authors

• Yue Tang, Pennsylvania State University

• P. Karen Murphy, Pennsylvania State University

• Rachel Miriam Vriend Croninger, Pennsylvania State University