Use Of Multiple Texts Research Articles

Учебные задачи и учебные задания для формирования критического мышления студентов-филологов – будущих учителей русского языка при изучении дисциплин лингвистического цикла

The aim of the research is to substantiate the potential of using training tasks to form critical thinking of students – future Russian language teachers during the study of linguistic disciplines. The paper considers a training task as a problem situation constructed by the teacher that requires students to apply cognitive skills to interpret, analyze, evaluate information, make conclusions and self-regulate. The scientific novelty of the research lies in clarifying universal mental actions (skills) of a critically thinking person taking into account their application by future Russian language teachers in professionally oriented situations. As a result, 33 sub-skills for which training tasks were formulated involving the work with authentic information from various sources have been identified. The conditions for the successful formation of students’ critical thinking have been determined: the predominant use of multiple texts in the compilation of tasks, the modeling of conditions for future professional activities, the systematic use of training tasks, a variety of forms of learning activities, which enables the manifestation of cognitive skills to select language material in a conscious and critical manner and use it optimally.

Examining students’ help-seeking when learning from multiple texts

This study examines how students’ self-regulation, as an individual difference factor, guides their use of informational help-seeking resources when learning from multiple text. We further examine the extent to which engagement in help-seeking is associated with comprehension ratings and multiple text task performance. In this study, students were able to access two types of help-seeking resources during multiple text use: vocabulary aids and conceptual aids. We found students to frequently access help-seeking resources. Moreover, while accessing of help-seeking aids and comprehension ratings during multiple text use directly impacted task performance, students’ self-regulation, as an individual difference factor, was only found to have a significant direct effect on comprehension ratings. Additional direct and indirect relations and implications for future research on students’ self-regulated learning from multiple texts are discussed.

Особенности формирования умений младших школьников по работе с информацией на основе использования множественных текстов на уроках математики

The study aims to substantiate the need to form the skills of working with information based on the use of multiple texts in mathematics classes among younger schoolchildren. The paper discusses the definitions of the notion of “information”, outlines the specifics of working with tables, diagrams, pictograms. Among the types of information, special emphasis is given to the multiple text, since it serves as a tool for reading literacy assessment. The paper presents the results of an empirical study concerning the level of formation of the skills of working with information among 3rd-grade students according to three criteria: the cognitive criterion, the activity criterion and the evaluation criterion. The main difficulties of younger schoolchildren in the formation of information skills are described. The scientific novelty of the work consists in determining the criteria for the formation of the skills of working with information based on the use of multiple texts among younger schoolchildren and in describing the level characteristics of these criteria. As a result of the study, it has been determined that the multiple text can act as a means of forming the skills of working with information among younger schoolchildren, the difficulties encountered by younger schoolchildren when working with information have been indicated.

The role of relevance determinations in multiple text reading and writing: an investigation of the MD-TRACE

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.

Integrating information from multiple texts relates to pre-service teachers’ epistemic products for reflective teaching practice

Integrating information from multiple texts is a core aspect of pre-service teachers’ preparation for reflective teaching practice. This study connects research on multiple text use with teachers’ epistemic reflexivity. Using qualitative content analysis, we investigate how information is integrated to explain real pedagogical situations in essays by 87 pre-service teachers. Competent text integration was related to a higher number of reflexive statements. These analyses are supplemented with an expert rating, showing that essays with competent text integration were rated higher on the quality of their conclusions for professional teaching practice than those without substantial text integration.

Researching and writing based on multiple texts

Students perform poorly on multiple text reading-writing (MTRW) tasks. To address this issue, we examine students' strategy engagement during response composition by analyzing five types of data. These include: (a) log data of text access, (b) the notes that students composed during processing, (c) students' modified think-aloud reports, (d) screen-capture videos of writing behaviors, and (e) the written products generated. We report on insights gained by coordinating and juxtaposing these various sources of data on students' writing. Results showed that while students accessed and took notes on the majority of the texts provided, information from texts was rarely connected, neither in students' notes nor in the written responses composed. Moreover, students' effortful engagement in multiple text use, captured via log data, was associated with task performance. Finally, a number of variables, corresponding to students’ strategy reports during processing, were found to be significant predictors of writing performance.

Calibration in multiple text use

The literature on calibration suggests that students consider a multitude of factors when they self-evaluate task performance. Nevertheless, few studies have focused on calibration within a complex task enviornment, such as when students are asked to compose written responses based on multiple texts. In this study, we examined the criteria that undergraduate students considered when they were asked to self-evaluate their written responses, composed based on multiple texts. Moreover, we considered the extent to which these criteria had an effect on students' objective response quality, calibration, and confidence bias. Findings revealed that students indeed cited a variety of criteria in justifying their self-evaluations including task-, context-, and person-related factors, consistent with prior research. Further, our study indicated that high quality written responses were associated with accurate calibration and with students' relative under-confidence. We further found that low-performing students demonstrated less accurate calibration and greater over-confidence. Implications for improving students’ metacognitive awareness during complex task completion are discussed.

USING MULTIPLE TEXTS TO TEACH CRITICAL READING SKILLS TO LINGUISTICALLY DIVERSE STUDENTS

Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills.� Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student.Keywords:�community college; critical literacy; cultural capital; developmental reading; language minority students; linguistically diverse students; multiple texts; sociocultural literacy.

Toward an Integrated Framework of Multiple Text Use

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.

Learning with multiple online texts as part of scientific inquiry in the classroom

The aim of this study was to investigate how teachers interact with students in order to prepare them to conduct research with multiple online texts as part of the process of scientific inquiry in the classroom. The specific focus of this work was on understanding how teachers used classroom dialogue to create an environment that supports the use of multiple online text-based resources as part of the process of doing science. Data collection for this study occurred in the 6th grade classrooms of two teachers in a Midwestern school district. Each of the teachers taught three science classes for a total of 150 students. A test of students' content knowledge of physics was used in order to evaluate students' understanding of the physics concepts targeted in the curriculum. An analysis of covariance (ANCOVA) revealed that the students from one teacher's classes performed significantly better on the physics test than the students of the other teacher (p < .05). To qualitatively investigate the differences between the whole class dialogue used by the two teachers, teachers' interactions with students as they prepared them to engage in research with the multiple texts were coded. Coding of the dialogue revealed that the teacher whose students exhibited higher learning outcomes engaged in more deep level facilitation strategies during whole class discussion, including setting learning goals for text interactions, connecting to prior knowledge, and discussing the use of multiple texts as part of doing science.

Examining interest throughout multiple text use

Prior work has examined the role of interest in students’ single text processing and comprehension, but interest has been under-examined within the context of multiple text use. This study examines two forms of interest, individual interest and situational interest, in the context of students’ completion of a multiple text task. Time on texts and the number of texts students accessed were examined in association with both forms of interest and as mediators of the relation between situational interest and task performance. Situational interest, but not individual interest, was found to be associated with time devoted to text use, a measure of persistence or engagement during task completion. Prior knowledge, situational interest, number of texts used, and time on texts were found to predict performance on a multiple text task. Additionally, qualitative data determined how students explained interest as arising during multiple text task completion. Directions for future research and implications for instruction are introduced.

Cognitive Affective Engagement Model of Multiple Source Use

This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with multiple texts may be explained by the default stance toward task completion they adopt. Students' default stances are defined according to two dimensions: their level of affective engagement with the topic of the task and their habits with regard to text evaluation. Default stances are used to explain a host of multiple text use behaviors, such as text selection, duration of text access, and document information access, and performance outcomes, including text recall and integration. Directions for future research on the CAEM are proposed.

Trust But Verify: Examining the Association Between Students' Sourcing Behaviors and Ratings of Text Trustworthiness

Three indicators of undergraduate students' (n = 197) source evaluation were investigated as students completed an academic task requiring the use of multiple texts. The source evaluation metrics examined were students' (1) accessing of document information, (2) trustworthiness ratings, and (3) citation in written responses. All three indicators of source evaluation were found to differ across source type. Based on a significant interaction between source type and accessing of document information in predicting trustworthiness ratings, an additive model of trustworthiness evaluation is proposed. Specifically, we suggest that students access document information to confirm a priori, heuristic judgments of trustworthiness. A model using all three source evaluation metrics was found to be significant in predicting response quality, with the number of citations included in students' responses serving as the strongest predictor in the model.

Strategic Use of Multiple Texts for the Evaluation of Arguments

Two experiments were conducted to examine whether students use arguments with refutation in one text for evaluating the opposite arguments without refutation in another text. Undergraduate students read two conflicting texts in either of the two orders: pro arguments text first and con arguments text first. After reading each text, they evaluated the convincingness of individual arguments in the text. Finally, they wrote argumentative essays concerning controversial issues. Experiment 1 indicated that presentation order affected students’ evaluations of arguments in the case where most of them affirmed the refutational relations in their essays, suggesting the conditional use of multiple texts for argument evaluation. Experiment 2 replicated this result using more natural argumentative texts.

Multiple Texts, Teacher Craft Knowledge, and Principled Practices in High School Economics A Case Study of Kenneth

This article considers the current state of teacher discourse and reflection, situated in daily practice, craft knowledge, multiliteracies and new literacies. Based on studies of content area teachers' use of multiple texts in social studies fields like economics, the authors profile Kenneth, an experienced teacher whose practice is grounded in craft knowledge and ideas about principled practices. In addition, Kenneth is an active proponent of new and digital literacy practices in his classroom simulations. The case example of Kenneth is then used to suggest how the process of practical argument might offer other content area teachers a useful framework for teacher reflection based on teachers’ craft knowledge and principled practices.

Sociocultural influences in content area teachers' selection and use of multiple texts

The purpose of this study was to explore how three secondary content area teachers used and viewed multiple texts in their classrooms. A sociocultural perspective guided data collection, including: observation, interviews, and collection of text‐related school documents, such as assignments and evidence of texts used during instruction. The data were analyzed in order to answer the following question: How do secondary content area teachers use and view multiple texts in their classrooms? Findings suggest that while the three teachers used multiple texts in the classroom, they had different levels of use and purposes in their instruction that can be identified in terms of a continuum. Furthermore, use of multiple texts is complex. Each teacher hoped to enhance student interest and engagement, which is difficult while attending to standards and assessment.

Multi-Age Teaming

Based on her own professional experiences, Ms. Hopping endorses multi- age grouping, with a child-centered philosophy, as absolutely the most appropriate and exciting arrangement for successfully educating middle school students. THE multi-age team concept at Crabapple Middle School in Roswell, Georgia, grew out of a concern among members of the school's leadership team that the district was moving away from an integrated, interdisciplinary approach to instruction. Pullout programs in gifted education and special education, plus a central office philosophy of strict leveling for mathematics instruction, had fragmented the schedule, reducing it to 50-minute periods with no flexibility. Even more troubling was the move to departmentalize teachers and subjects, which made teaming, a central component of middle-grades philosophy, all but impossible. My involvement in middle schools began in 1975 at Sandy Springs Middle School in Atlanta. I was a teacher when the school opened as a pilot middle school. At that time the school had the only grade 6-8 configuration in the county; all other schools were K-7 and 8-12. I later served as a staff development consultant throughout the state and as an administrator in several schools before coming to Crabapple in 1991 as principal. Those experiences formed my core beliefs about what works in middle schools. Particularly influential were my involvement at Sandy Springs and the visits I made to Lassiter and Noe Middle Schools in Louisville, Kentucky. Observing Lassiter and Noe's experiments with multi-age instruction strengthened my resolve to thoroughly implement the middle school philosophy at Crabapple. As the leadership team met in several lengthy brainstorming sessions, a wide variety of suggestions were placed on the table. I shared what I had seen at Lassiter and Noe and drew on successful experiences at Sandy Springs. In addition, the team explored many publications of the National Middle School Association and the Middle Grades Resource Center. The recommendations of Turning Points, the 1989 report of the Carnegie Council on Adolescent Development, were instrumental in the development of the program at Crabapple. Soon a plan began to emerge. Could what worked well at Sandy Springs in 1975 work again at Crabapple in 1993? What was working well in other states? What did the available literature tell us about appropriate organizational strategies? And finally, what did our collective experience tell us was right for students in the middle? The concept of multi-age grouping seemed to hold the best promise. Another factor influencing our thinking was the sense of isolation that the staff members at Sandy Springs had experienced. Working at the only middle school in that large district, they stood alone. But this position proved to be a motivator for success and the ultimate empowering experience. I was confident that the same would be true for the multi-age teams at Crabapple. At Sandy Springs there were no middle school textbooks, no curriculum, no reporting system, no permanent records, no student handbooks. At Crabapple, the new approach would require an innovative curriculum, the use of multiple texts to ensure various levels of mastery, unique scheduling, and a myriad of other strategies that were not being used elsewhere in the county. Again, empowering the teachers to develop their own design and write their own curriculum forged a bond and created a strong desire to succeed. The superintendent of Fulton County, James Fox, told the Crabapple teachers, You have my permission to fail; in fact, if you are successful with everything you do, I am going to question what you are doing. The multi-age teachers later said that they took his statement as one of the biggest challenges to create student success during that initial year. I carried a quote from opera star Beverly Sills taped inside my daytimer: You may be disappointed if you fail, but you are doomed if you do not try. …