Profiles of warm engagement and cold evaluation in multiple-document comprehension
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Profiles of warm engagement and cold evaluation in multiple‑document comprehension Helge I. Strømsø1 · Ivar Bråten1 · Eva W. Brante1,2
© The Author(s) 2020
Abstract We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard to multiple-document use were examined. The profile groups were partly consistent with the default stances described by the cognitive-affective engagement model of multiple-source use (List & Alexander, 2017), resulting in critical analytic, evaluative, and disengaged profiles. However, the model’s assumption that interest and attitude constitute one affective engagement dimension was not confirmed. There were no statistically significant differences between the profile groups in the processing of a set of multiple documents; yet there was a tendency for students who adopted a critical analytic stance to engage in a more thorough text selection process. Those students also included more information units from the selected texts in their written products and integrated information units across the texts more frequently compared to the other profile groups. Keywords Multiple-text comprehension · Source evaluation · Topic interest · Attitudes · Cluster analysis
Introduction Since Sam Wineburg’s (1991) seminal paper on novices’ and experts’ reading of multiple documents in history was published three decades ago, students’ reading of multiple documents has attracted increasing attention among reading researchers (e.g., Braasch, Bråten, & McCrudden, 2018). Whereas multiple-document literacy originally was studied as discipline-specific heuristics needed to judge and interpret different historical sources (Wineburg, 1991, 1994), such heuristics have later
* Helge I. Strømsø [email protected] 1
Department of Education, University of Oslo, P.O. Box 1092, Blindern, 0317 Oslo, Norway
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Present Address: Malmö University, Malmö, Sweden
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been described as extending beyond disciplinary boundaries (Wineburg & Reisman, 2015) and representing competencies needed in the information anarchy that characterizes the twenty-first century (Afflerbach & Cho, 2009; Alexander & DRLRL, 2012). Such competencies concern how readers select and navigate among different information sources, evaluate both documents’ content and origin (source), and integrate within and across documents (Salmerón, Strømsø, Kammerer, Stadtler, & van den Broek, 2018). The documents model framework (DMF) proposed by Perfetti, Rouet, and Britt (1999) has probably been the most influential framework for research of multipledocument comprehension so far. The framework suggests that when reading multiple documents, good readers construct an integrated mental model of the documents’ content, as well as representations of the sources of those documents. A documents model is constructed when readers connect the integrated mental model represent
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