Toward an Integrated Framework of Multiple Text Use

Autor/inn/en	List, Alexandra; Alexander, Patricia A.
Titel	Toward an Integrated Framework of Multiple Text Use
Quelle	In: Educational Psychologist, 54 (2019) 1, S.20-39 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2018.1505514
Schlagwörter	Assignments; Planning; Production Techniques; Prior Learning; Student Interests; Reading Comprehension; Beliefs; Student Attitudes; Student Behavior; Reading Materials; Notetaking; Cognitive Processes; Metacognition; Writing (Composition); Printed Materials + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Ablaufplanung; Planungsprozess; Production engineering; Produktionstechnik; Vorkenntnisse; Studieninteresse; Leseverstehen; Belief; Glaube; Schülerverhalten; Student behaviour; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schreibübung
Abstract	We introduce the Integrated Framework of Multiple Texts to understand how students use and form connections between multiple texts to accomplish personal or task goals. The Integrated Framework of Multiple Texts conceptualizes students' multiple text use as unfolding over the course of three stages--preparation, execution, and production. In the preparation stage of the framework, individual difference factors and students' task analysis result in learners' adoption of a default stance, or a general orientation, toward multiple text use. During the execution stage of the framework, students engage in a variety of behavioral, cognitive, and metacognitive/regulatory strategies to develop cross-textual links and to integrate information across multiple texts. The execution stage concludes with students' development of a variety of affective and cognitive outcomes as a consequence of text access. Finally, in the production stage of the framework, students draw on these affective and cognitive outcomes to develop external, often written products. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01