49.029 - Competing and Complementary Models of Multiple Source Use: Theoretical and Empirical Advancements

Session Type: Symposium

Abstract

This session brings together international scholars to present four models characterizing the nature and processes of students’ multiple source use. While there is agreement among researchers as to the complexity of processes and cognitive demands associated with multiple source use (e.g., Goldman, 1997; Goldman & Scardamalia, 2013), there are differing views about the ways in which students’ interactions with multiple sources should be theoretically and empirically represented. This symposium seeks to reconcile these views by (a) presenting articulations of multiple source use theories, (b) offering data in support of competing theoretical understandings of multiple source use, and (c) identifying principles of commonality, across models, broadly characteristic of students’ multiple source use.

Sub Unit

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

Chair

• Emily M. Grossnickle, Georgetown University

Papers

• The Role of Task Models and Evaluation Processes in Comprehending Multiple Texts - Jean-Francois Rouet, CNRS and University of Poitiers; Anne Britt, Northern Illinois University

• The Content–Source Integration Model: An Account of How Readers Understand Conflicting Information From Multiple Documents - Marc Stadtler, University of Münster; Rainer F. Bromme, University of Münster

• The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence - Jason Braasch, The University of Memphis; Guillaume de Pereyra; Ivar Braten, University of Oslo

• Cognitive Affective Engagement Model of Multiple Source Use - Alexandra List, The Pennsylvania State University; Patricia A. Alexander, University of Maryland - College Park

Discussant

• Susan R. Goldman, University of Illinois at Chicago