Abstract
AbstractThis article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individual differences and the multiple document literacy process of sourcing have been supported by the empirical research. The findings showed that although the majority of the individual differences included in theoretical models of multiple document literacy have been researched, the empirical backing of proposed relationships is rather ambiguous. Still, in-depth analyses of the most researched individual differences in relation to sourcing revealed some interesting and interpretable patterns. Further, the review suggested that relationships between individual differences and sourcing may vary not only with the way sourcing is measured but also with the domain or topic addressed in the reading materials. We discuss the current status of research on individual differences in the context of multiple document literacy with a focus on sourcing and suggest potential avenues for further clarifications.
Highlights
Within twenty-first century literacy research, sourcing is regarded as a hallmark of advanced literacy skills (Bråten, Stadtler, & Salmerón, 2018; Britt et al, 2013; Goldman & Brand-Gruwel, 2018; Magliano et al, 2018)
309 records, comprising 324 studies, were examined in full text by the first and third authors. Of these 324 studies, 252 were excluded for the following reasons: sourcing was not measured (n = 131), individual differences were not measured (n = 49), no data was provided on the relationship between sourcing and individual differences (n = 38), no reading was involved in the study (n = 12), the full text could not be found (n = 7, all doctoral dissertations), the study design was incorrect (n = 5), or the paper was theoretical (n = 10)
We provide a catalogue of individual differences figuring within models of multiple document literacy as a basis for scrutinizing to what extent the assumptions have been empirically supported
Summary
Within twenty-first century literacy research, sourcing is regarded as a hallmark of advanced literacy skills (Bråten, Stadtler, & Salmerón, 2018; Britt et al, 2013; Goldman & Brand-Gruwel, 2018; Magliano et al, 2018). Relevant source features may include the author, the document genre or type, the venue, and the place and date of document creation or update (Britt & Aglinskas, 2002). Considering such source features in the reading process helps individuals become critical readers and learners rather than passive consumers of information (Bråten & Braasch, 2017). We focus on the role of individual difference factors in sourcing when people read to learn or comprehend document content
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