The Role of Sourcing in Discourse Comprehension

Bråten, Ivar; Stadtler, Marc; Salmerón, Ladislao

doi:10.4324/9781315687384-10

Cited by 64 publications

(108 citation statements)

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“…Presumably, the reason that behavioural engagement did not contribute to students' source-feature references in the written products was that their sourcing in the letters was very sparse, suggesting the occurrence of a floor effect. This is consistent with prior work showing that without specific training, students' sourcing in essays is mostly conspicuous by its absence (Bråten, Stadtler, & Salmerón, 2018).…”

Section: Discussionsupporting

confidence: 92%

What really matters: The role of behavioural engagement in multiple document literacy tasks

Bråten

Brante

Strømsø

2018

Journal Research in Reading

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One‐hundred and twenty‐seven Norwegian upper‐secondary school students completing college preparatory courses (41% female) were asked to select the texts they wanted to use in order to write a letter to the editor about a socio‐scientific topic, with 60 students assigned the topic of climate change and 67 students assigned the topic of nuclear power. Afterwards, they were asked to justify their text selections, read the selected texts and write their letters to the editor. Across both topics, hierarchical multiple regression analyses showed that students' behavioural engagement in the selection, justification, reading and writing tasks contributed to their performance over and above their reading comprehension, topic knowledge and topic interest. Specifically, behavioural engagement in the selection and justification tasks improved the prediction of their content‐based and source‐feature based justifications for text selection, and behavioural engagement in the reading and writing tasks improved the prediction of the content coverage and content integration observed in their written products, with large effect sizes obtained for behavioural engagement across the two topics. The theoretical and educational significance of the study is discussed and directions for future research are suggested.

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Section: Discussionsupporting

confidence: 92%

What really matters: The role of behavioural engagement in multiple document literacy tasks

Bråten

Brante

Strømsø

2018

Journal Research in Reading

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“…Finally, the intervention lasted longer than most other sourcing interventions implemented to date (Brante & Strømsø, ; Bråten, Stadtler, & Salmerón, ). Taken together, this unique configuration of instructional features likely explains why this intervention was distinguished by its broad, sustainable, and transferable effects when compared with previous interventions targeting sourcing skills (Brante & Strømsø, ; Bråten, Stadtler, & Salmerón, ).…”

Section: Discussionmentioning

confidence: 96%

“…At the same time, correlational work has indicated that sourcing is linked to comprehension and learning outcomes (Anmarkrud, Bråten, & Strømsø, ; Barzilai & Eshet‐Alkalai, ; Bråten, Strømsø, & Britt, ; Cho, Woodward, & Li, , ; Goldman, Braasch, Wiley, Graesser, & Brodowinska, ; Strømsø, Bråten, & Britt, ; Wiley et al., ). As a consequence, interventions to promote students' sourcing when working with multiple information resources have become an increasingly important agenda for reading research during the last two decades (for recent reviews, see Brante & Strømsø, ; Bråten, Stadtler, & Salmerón, ).…”

Section: Sourcing Interventionsmentioning

confidence: 99%

“…Although there is currently not much evidence that sourcing can be effectively and efficiently promoted at the elementary school level, existing evidence indicates that notable improvements in sourcing can result from interventions at secondary and postsecondary levels. However, most of these interventions were quite brief (40–120 minutes), most of the effect sizes were medium (at best), and next to nothing is known about the sustainability of the improvements in sourcing that have resulted from such interventions (Brante & Strømsø, ; Bråten, Stadtler, & Salmerón, ).…”

Section: Sourcing Interventionsmentioning

confidence: 99%

“…In this study, we built on theoretical perspectives within multiple‐document literacy (Britt, Rouet, & Braasch, ; Perfetti, Rouet, & Britt, ; Rouet & Britt, ) and designed an intervention targeting students' sourcing skills, with the process of sourcing defined as attending to, representing, evaluating, and using available or accessible information about the sources of textual content, such as about the author or publisher (Bråten, Stadtler, & Salmerón, ). Compared with typical intervention work in the area (Brante & Strømsø, ), our intervention was comprehensive in terms of the time frame of the study, the aspects of sourcing that were taught, the ways the effects of the intervention were assessed, and the use of a delayed posttest to gauge the long‐term effects of the intervention.…”

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confidence: 99%

See 2 more Smart Citations

Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data

Bråten

Brante

Strømsø

2019

Reading Research Quarterly

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In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was implemented over six weeks by teachers who had participated in professional development seminars. The findings demonstrated that students who had participated in the sourcing intervention placed more value on source information when selecting texts, invested more time and effort in processing the texts they selected, and more frequently attributed textual ideas to their respective sources compared with students who had participated in typical classroom activities instead. These effects were observed on far transfer tasks in which students worked with multiple documents on different topics in different situational contexts for different purposes, and were sustained over a period of 5.5 weeks. The discussion highlights the uniqueness of the current intervention work and centers on the aspects of the sourcing intervention that likely promoted these broad, sustainable, and transferable sourcing skills in students. Attention is also directed to several possible lines of future research in this area.

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Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet

Scholes,

McDonald,

Stahl

et al. 2023

British Educational Res J

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Sourcing information related to socio‐scientific issues requires sophisticated literacies to read and evaluate conflicting accounts often signified by disagreement among experts, multiple solutions or misinformation. Much of the previous work exploring how young people approach conflicting information has tended to focus on students in the secondary and tertiary years, often taking an epistemic approach to analysis, rather than a literacies lens. At the heart of such endeavours, however, is the need for sophisticated reading skills accelerated by shifts to digital platforms to source information. Given the limited empirical studies in the field of literacy that articulate how middle school students approach sources of information, this study investigates 45 middle school students’ (13–14 years of age) self‐reported strategies for investigating health risks associated with mobile phone use. We asked the students to imagine that a close friend was worried about the health risks of using their mobile phone and had asked them for advice. Students were then prompted to describe how they would search for information about the issue and how they would know if the information was reliable. Our analysis identified three dominant themes in the interview data, namely: (i) mistrust of the internet—people can be reliable sources; (ii) reliable sourcing requires consensus across sources; and (iii) criteria help to determine a reliable source. An interesting finding was the level of scepticism of the internet expressed by students. We draw on examples from the students’ interview dialogue to illustrate the themes and engage in discourse related to their approaches including implications for teaching in English classrooms.

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The Role of Sourcing in Discourse Comprehension

Cited by 64 publications

References 0 publications

What really matters: The role of behavioural engagement in multiple document literacy tasks

What really matters: The role of behavioural engagement in multiple document literacy tasks

Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data

Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet

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