34.029 - Multiple Text Engagement: Addressing Questions About Methods and Measurement

Session Type: Symposium

Abstract

Over the last 25 years, investigations into multiple text use, or students’ selection, comprehension, and integration of multiple information sources to understand complex issues, have matured into a distinct field of study. This symposium brings together leading international researchers to address key methodological issues in the investigation of students' multiple text use. Methods featured in the symposium span both behavioral and self-report data, with a particular focus on introducing novel methods in this field (e.g., reader-generated research plans) and integrating multiple methodological paradigms to cross-validate previously well-established findings (e.g., eye-tracking and interview data). Papers in this symposium will discuss implications for research and practice as well as introducing future directions for investigations in this field.

Sub Unit

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

Chair

• Emily Grossnickle Peterson

Papers

• What to Read and How to Read It: Perceptions of Context Determine Information-Seeking Strategies - Jean-Francois Rouet, CNRS and University of Poitiers; Colin Lescarret, University of Poitiers; Amanda Marie Durik, Northern Illinois University; Anne Britt, Northern Illinois University

• Intermittent Testing Reduces Proactive Interference in Multiple Document Comprehension - Rebecca M McCabe, The University of Memphis; Jason Braasch, The University of Memphis

• Information Management During Multiple Text Use: A Mixed-Methods Investigation - Alexandra List, The Pennsylvania State University

• An Integrated Approach to Measuring Multiple Source Use - Ladislao Salmerón, University of Valencia; Laura Gil, University of Valencia; Ivar Braten, University of Oslo

Discussant

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