The purpose of this chapter is to critically review the various methods that have been used to assess the online processing of multiple sources. To deal with assessment implies addressing theoretical issues, as assessment is closely related to theory. This chapter first describes what an effective use of multiple sources implies in terms of online processing, with reference to the conceptual model that currently guides research in this area of investigation. The description of the model underlines the complexity of the processes which users of multiple sources of information are involved in when reading them. The chapter then analytically examines each of the methods used to assess online processes in this field of research. For each method, theoretical justification and empirical evidence will be discussed with the aim of highlighting potentials and limitations. Some of the reviewed methods have a long tradition in educational research, while others have been used only recently, or even represent a new potential approach to the study of multiple-document literacy in school and academic settings. The link between online processes and offline outcomes of reading multiple sources is highlighted. The chapter ends with overall implications for theory, research, and practice.

Complementary methods for assessing online processing of multiple sources

Elena Florit
Writing – Review & Editing
2018

Abstract

The purpose of this chapter is to critically review the various methods that have been used to assess the online processing of multiple sources. To deal with assessment implies addressing theoretical issues, as assessment is closely related to theory. This chapter first describes what an effective use of multiple sources implies in terms of online processing, with reference to the conceptual model that currently guides research in this area of investigation. The description of the model underlines the complexity of the processes which users of multiple sources of information are involved in when reading them. The chapter then analytically examines each of the methods used to assess online processes in this field of research. For each method, theoretical justification and empirical evidence will be discussed with the aim of highlighting potentials and limitations. Some of the reviewed methods have a long tradition in educational research, while others have been used only recently, or even represent a new potential approach to the study of multiple-document literacy in school and academic settings. The link between online processes and offline outcomes of reading multiple sources is highlighted. The chapter ends with overall implications for theory, research, and practice.
978-131723820-1
multiple sources; methods; online processing
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11562/1044436
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