The Skills of Document Use
From Text Comprehension to Web-Based Learning
Bibliographic Data
| ID | 23399653 |
|---|---|
| Authors | Jean‐françois Rouet (0000-0002-0368-7691, corresponding author), Jean-François Rouet |
| Year | 2006 |
| Pages | 256 |
| Publication date | 2006-03-14 |
| Open Access | No |
| Type | BOOK |
| Venue | Skills of Document Use (SOURCE_BOOK) |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.4324/9780203820094 |
| OpenAlex | W4252507649 |
| Open Library | OL33428580M |
| ISBN | 9780203820094 |
| Language | EN |
| Citations received | 74 |
The Skills of Document Use: From Text Comprehension to Web-Based Learning examines functional literacy from a psychological standpoint. It offers a comprehensive discussion of the cognitive skills involved in reading, comprehending, and making use of complex documents. Understanding such skills is important at times when printed and online informat
Digital Humanities and Scholarship · Library Collection Development and Digital Resources · Library Science and Information Systems · Psychology · Cognition · Computer-assisted instruction · Functional literacy · Reading comprehension
Comprensión de fuentes primarias históricas en Bachillerato. Un estudio sobre la lectura de textos múltiples contradictorios de la Guerra Civil
Validating a Scale Measuring Metacognitive Knowledge About Digital Reading
New Literacies of Online Reading Comprehension
Text Comprehension and Discourse Processing
New Literacies of Online Research and Comprehension
Reading on Paper and Digitally
Epistemic Thinking in Action
Resolv
Interactive Multimodal Learning Environments
Promoting Integration of Multiple Texts
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts
Comprehension of Multiple Documents With Conflicting Information
Disciplinary Literacies and Learning to Read for Understanding
Approaching the intersection of neuroscience and education
Development and Evaluation of a Framework for the Performance-Based Testing of ICT Skills
The role of motivation in literacy assessment
Mônica Macedo-Rouet, Savoir chercher
The Text-Belief Consistency Effect Among Recent Upper Secondary Graduates
Linguistic features of student responses as indicators of performance in critical online reasoning tasks
A five-Step AI-Information problem solving (AI-IPS) model for critical, ethical, and responsible usage
Belief-biased representations of textual information in bilinguals
Promoting pre-service teachers’ knowledge integration from multiple text sources across domains with instructional prompts
The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies
Reading Medium and Communicative Purpose in Writing
Students' abilities to evaluate the credibility of online texts
Repairing Errors With Elaborative Feedback in Computerised Learning Environments
The relationship between theory of mind and multiple-document comprehension in university students
High-achieving ninth grade students’ self-reported strategy use and its relation to strategic reading behavior
The secret behind Singapore’s success
Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most
Fostering university students’ online reading
Sixth graders’ selection and integration when writing from multiple online texts
Improving multiple document comprehension with a lesson about multi-causal explanations in science
Academic impact and perceived value of Wikipedia as a primary learning resource in higher education
Qué papel tiene la lectura de los textos en el seno de las Unidades Didácticas
Diferencias entre estudiantes con alta y baja competencia lectora
Reading literacy in Compulsory Secondary Education
From Database to Knowledge
An Experimental Analysis of Experiential and Cognitive Variables in Web Navigation
Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context
The Role of pre-reading task instructions in reading comprehension
Proficiency level descriptors for low reading proficiency
Building mental models from multiple texts
Designing Classroom Practices for Teaching Online Inquiry
The New Literacies of Online Reading Comprehension
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change
Memory for Scientific Arguments and Their Sources
Comprehension of Short Stories
Working toward a theoretical model for source comprehension in everyday discourse
The role of relevance determinations in multiple text reading and writing
Constructed responses as a window into strategic processing
Bridging Skill and Task-Oriented Reading
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
Readers’ Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands
Guarding against misinformation
Cognitive Processes in Discourse Comprehension
Integration in Multiple-Document Comprehension
Discourse of Learning and the Learning of Discourse
Comprensión de textos escritos
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties
Ideology and Interaction
Reading From Multiple Documents
The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests
Teaching Sourcing in Upper Secondary School
Trust Matters
Task‐Oriented Learning With Multiple Documents
Written Versus Oral Cues
Comprehending and Learning From Internet Sources
Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts
The New Literacies of Online Research and Comprehension
Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy
Examining perceptions, selections, and products in undergraduates’ learning from multiple resources
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task
| Unique citing works | 74 |
|---|---|
| Citations per year | 3,89 |
| Citation span | 2007 - 2026 (20) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 72 |