The Role of Relevance Determinations in Multiple Text Reading and Writing: An Investigation of the MD-TRACE

Autor/inn/en	Lee, Hye Yeon; List, Alexandra
Titel	The Role of Relevance Determinations in Multiple Text Reading and Writing: An Investigation of the MD-TRACE
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 60 (2023) 1, S.42-72 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hye Yeon) ORCID (List, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2022.2159741
Schlagwörter	Undergraduate Students; Literacy; Comparative Analysis; Relevance (Education); Research Reports; Task Analysis; Urban Areas; Housing; Writing Assignments; Electronic Libraries; Models; Reading Material Selection; Learning Analytics; Navigation; Classification; Information Sources; Schemata (Cognition); Prior Learning; Individual Differences; Familiarity; Scoring Rubrics + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Relevance; Relevanz; Research report; Forschungsbericht; Aufgabenanalyse; Urban area; Stadtregion; Unterkunft; Digitale Bibliothek; Elektronische Bibliothek; Analogiemodell; Classification system; Klassifikation; Klassifikationssystem; Information source; Informationsquelle; Cognition; Schema; Kognition; Vorkenntnisse; Individueller Unterschied; Scoring formulas; Auswertungsbogen
Abstract	This study examined the role of relevance determinations within the context of undergraduates' multiple text reading and writing. In this study, undergraduate students were randomly assigned to one of two experimental conditions (i.e., to compose a research report about either the causes of or the solutions to the urban housing crisis), using a library of 12 digital texts (six more relevant and six less relevant to students' assigned task condition). Guided by the Multiple Documents Task-Based Relevance Assessment and Content Extraction (MD-TRACE) model, we identified the key features that students included in their task models, used log data to profile students' text selection justifications and navigation, and categorized students' writing as task-relevant or not. As such, we found students' relevance determinations to play a key role in forming task models prior to text access, selecting and navigating texts during multiple text use, and composing a task product after accessing multiple texts. While we did not find students' initial task models to be associated with their patterns of text selection justifications or navigation nor with writing performance, we did find differences in writing performance across students belonging to different text selection justification and navigation profiles. Implications for theory and research on learning from multiple texts are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01