Toward an Integrated Framework of Multiple Text Use

• Published in: Educational psychologist Vol. 54; no. 1; pp. 20 - 39
• Main Authors: List, Alexandra, Alexander, Patricia A.
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 02.01.2019; Taylor & Francis Ltd
• Subjects: Assignments; Beliefs; Cognitive Processes; Educational psychology; Metacognition; Notetaking; Planning; Printed Materials; Prior Learning; Production Techniques; Reading Comprehension; Reading Materials; Student Attitudes; Student Behavior; Student Development; Student Interests; Students; Task analysis; Writing (Composition)
• ISSN: 0046-1520; 1532-6985
• DOI: 10.1080/00461520.2018.1505514

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.