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Lesen digitaler Sachtexte: wachsam und strategisch // Reading Digital Expository Texts: Vigilantly and Strategically
Abstract
Wer sich im Internet informieren will, hofft auf zutreffende, glaubwürdige und brauchbare Informationen. Doch es empfiehlt sich, beim Lesen digitaler Internet-Dokumente wachsam zu sein, um nicht Fehlinformationen aufzusitzen. Der Vortrag stellt daher das "epistemisch wachsame Lesen" als Konzept vor, das sich stark am Lesen von HistorikerInnen orientiert. Ansatzpunkte für die Förderung dieses Lesens in der Sekundarstufe runden den Vortrag ab.
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Lesen und Schreiben sind Werkzeuge des Lernens, werden als solche aber immer noch zu wenig für das Fachlernen im Unterricht eingesetzt. Das gilt nicht nur für den Muttersprachenunterricht, sondern auch für andere Fächer bzw. Fachgruppen mit jeweils spezifischen Anforderungen an das Lesen und Schreiben. Dieser Band widmet sich dem Potenzial der Schriftsprache für den Fachunterricht, indem er zentrale, empirisch überprüfte Prinzipien des Umgangs mit Texten im Kontext des Fachlernens darstellt und sie systematisch und praxisnah aufbereitet.
Reconciling divergent accounts is a metacognitive task of a high order. It entails deep thinking about the thought processes of other people, as represented in multiple accounts that may be at odds with one another and with one’s own ideas. Here I emphasize the epistemological foundations of such attempts to understand other people’s thinking as well as the conceptual and strategic aspects of not just the skill but also the disposition to represent, connect, evaluate, compare deeply, and seek to reconcile explanatory accounts of both simple and complex phenomena. Development of multivariable mental models is a key contributor, and continuing engagement and exercise are essential to foster proficiency.
Based on an extensive literature review, we suggest that ‘fake news’ alludes to two dimensions of political communication: the fake news genre (i.e. the deliberate creation of pseudojournalistic disinformation) and the fake news label (i.e. the instrumentalization of the term to delegitimize news media). While public worries about the use of the label by politicians are increasing, scholarly interest is heavily focused on the genre aspect of fake news. We connect the existing literature on fake news to related concepts from political communication and journalism research, present a theoretical framework to study fake news, and formulate a research agenda. Thus, we bring clarity to the discourse about fake news and suggest shifting scholarly attention to the neglected fake news label.
Die Bedeutung des Lesens multipler Dokumente nimmt zu. Dieses Buch systematisiert deshalb dieses neue Feld der Leseforschung. Ausführlich widmet es sich zentralen theoretischen Modellen und empirischen Befunden zu Prozessen und Produkten. Dabei bilden zwei Prozesse, Integrieren und Sourcing, das Rückgrat. An ihnen entlang werden Anforderungen, Leistungen und Förderbarkeit verortet und entfaltet. // The importance of reading multiple documents is on the rise. Therefore, this book systemizes this new field of reading research. It extensively pays attention to central theoretical models and empirical findings of both processes and products. Two processes guide this approach, namely integrating and sourcing. Alongside these both processes conditions, achievements and issues of promotion are clarified.
This study aims to explore effective ways in which students can learn to write synthesis texts. First, through a systematic literature search we found 16 (quasi-)experimental studies from 6 th grade to undergraduate level in the field of learning to write source-based synthesis texts, that met our inclusion criteria. Second, we formulated a general instructional design principle, that included three main processes: (a) selecting relevant/important information from sources, (b) organizing, and (c) connecting that information. Bottom-up analyses of the six most effective studies yielded a set of learning activities that contribute to the improvement of students' performance on writing synthesis texts. Subsequently, we supplemented our general design principle with relevant learning activities obtained from these effective interventions. One effective intervention differed considerably from the others due to its divergent nature, but its content was considered valuable enough to warrant the inclusion of an additional design principle. The design principles formulated in this study can be used as guidelines for future interventions in synthesis writing or as a means of support for teachers who want to develop educational materials for teaching synthesis writing.
Die Fähigkeit, Informationen aus mehreren unterschiedlichen Texten oder Medien zu verarbeiten, ist für den Bildungserfolg zentral. Bislang wird der versierte Umgang mit mehreren Texten in der (Förder-)Literatur beim Thema Lesekompetenz aber noch kaum behandelt. Dieser Band bietet daher erstmals einen Überblick über Anforderungen, Prozesse und Einflussfaktoren des kompetenten Lesens multipler Texte. Ein weiterer Schwerpunkt des Bandes ist die gezielte Förderung dieses Leseverstehens in Schule und Hochschule. In Verbindung mit Downloadmaterialien bietet das Buch Inhalte für Lehrveranstaltungen und das Selbststudium zu einer wichtigen und in ihrer Bedeutung zunehmenden Thematik. Es richtet sich an Vertreter verschiedener Fachrichtungen und fokussiert neben dem Schulfeld auch die Hochschule.
The ability to meaningfully and critically integrate multiple texts is vital for twenty-first-century literacy. The aim of this systematic literature review is to synthesize empirical studies in order to examine the current state of knowledge on how intertextual integration can be promoted in educational settings. We examined the disciplines in which integration instruction has been studied, the types of texts and tasks employed, the foci of integration instruction, the instructional practices used, integration measures, and instructional outcomes. The studies we found involved students from 5th grade to university, encompassed varied disciplines, and employed a wide range of task and text types. We identified a variety of instructional practices, such as collaborative discussions with multiple texts, explicit instruction of integration, modeling of integration, uses of graphic organizers, and summarization and annotation of single texts. Our review indicates that integration can be successfully taught, with medium to large effect sizes. Some research gaps include insufficient research with young students; inadequate consideration of new text types; limited attention to students’ understandings of the value of integration, integration criteria, and text structures; and lack of research regarding how to promote students’ motivation to engage in intertextual integration.
The process of using information about documents such as the author, genre, and date of publication while evaluating and interpreting those documents’ content was labeled “sourcing” in a seminal paper by Wineburg (Journal of Educational Psychology, 83, 73, 1991). Studies in various domains have adapted the term sourcing while referring to central reading skills in modern information societies. In this review, we discuss the concept of sourcing grounded in research from social psychology, information sciences, and text comprehension. Based on that, we reviewed 18 intervention studies in educational settings, in order to identify how sourcing was operationalized in the studies, the nature of the interventions, and how successful they were. The review shows that interventions for younger students emphasized source credibility, whereas interventions among older students also emphasized the role of sourcing in interpretation. None of the studies measured how students search for source features or specifically which features they attend to. Regarding the nature of the studies, the use of multiple partly conflicting documents was common, with that condition positively related to outcome measures. Another characteristic was the use of inquiry tasks. A majority of the studies do not apply findings from persuasion theory and information science indicating that credibility assessment requires effort and motivation. Future interventions should more strongly emphasize the relationship between sourcing and motivation.
In this article, we examine the cognitive processes that are involved when readers comprehend conflicting information in multiple texts. Starting from the notion of routine validation during comprehension, we argue that readers' prior beliefs may lead to a biased processing of conflicting information and a one-sided mental model of controversial issues (text-belief consistency effect). An important distinction is that such biases occur routinely as a by-product of basic comprehension processes. However, readers can actively engage in strategies that work against the biasing effects of prior beliefs when they possess the relevant cognitive resources and are motivated to activate them. A review of published studies that examined belief effects in multiple text comprehension supports the two-step model of validation. We discuss implications of this model for multiple text comprehension and educational practice and delineate directions for future research.
The goal of this chapter is to build on previous models of discourse comprehension that break reading into two components: activation and integration. We describe a new model of comprehension, the RI-Val model, which separates out the mechanisms involved in activation and integration, and adds an additional validation stage to processing. The assumptions of this model have implications for the types of information reactivated from memory, how this information can mediate subsequent processing, and how the timing of different influences is affected. We provide evidence from our own work to support the model and discuss broad implications of the model for future research and theory in discourse comprehension.
History teachers are frequently urged to use primary sources in their classrooms. Yet little research exists to guide them, for history has been virtually ignored by researchers interested in cognition and instruction. The present study explored how people evaluate primary and secondary sources when considering questions of historical evidence. A group of working historians and high school seniors "thought aloud" as they reviewed a series of written and pictorial documents about the Battle of Lexington. Differences were found in how each group reasoned about historical evidence. It is suggested that these differences are due in part to beliefs that frame the act of historical inquiry. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
There is accumulating evidence that readers continually evaluate the consistency, congruence, and coherence of text by processes of validation. Validation is initiated immediately on stimulus presentation, may proceed nonstrategically, and serves as a criterion for representational updating. However, validation exhibits a variety of deficiencies. Readers tend to overlook presupposed anomalies and are prone to both endorse text misinformation and to retain previously encoded misinformation. Here, several challenges concerning validation processing are considered against the backdrop of refinements of Kintsch's construction-integration model. Predictions about upcoming text might facilitate comprehension but demand validation. Conversely, the spillover of processing beyond the current text segment reflects processes subsequent to construction and integration and likely contributes to validation. This theoretical framework raises questions about the staging of comprehension processes and about their possible automaticity. Certain contemporary theories tend to highlight either the successes or deficiencies of validation, but they exhibit enough convergence to offer the promise of an effective analysis.
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.
Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the discrepancy-induced source comprehension (D-ISC) model are presented, which describes the moment-by-moment cognitive processes that readers undergo when reading-to-understand controversial messages. We then review supporting evidence from single and multiple text comprehension research. In the discussion, we draw conclusions based on the theoretical and empirical research, highlight limitations of what is known to date, and suggest how further investigations of D-ISC might address these concerns.
The purpose of this chapter is to review the cognitive processes involved in studying multiple documents and to emphasize studying multiple documents as a means for students to learn about complex topics. We define the construct of quality of learning in the context of document-based activities. Then we outline the “documents model framework” that was developed to account for the mental representations and processes that underlie the comprehension of multiple documents. Based on this framework, we point out the specific knowledge and skills that students must acquire before they can successfully take part in document-based instructional activities. Finally, we draw some implications for the design of appropriate tasks, instructions, and materials. We point out the need to provide students with supportive task environments, explicit and complete representation of document sources, and guidelines as to what to read and how to read it, in order for them to come to a full understanding of intertextual contents and relationships that make up the discourse representation of complex content-area knowledge. Studying multiple documents to learn about a topic can lead to a deeper, more complete understanding of the content (Wiley, Goldman, Graesser, Sanchez, Ash, & Hemmerich, 2009). Without some support, however, it can also be a challenging experience for students. Consider the teenage student who is asked to write a research report for a history or science class. The student is likely to be asked to take a stance on a particular claim, such as the prompts or controversies shown in Table 13.1. These prompts and the provided materials are much like the history document-based questions (DBQs) that are used as part of Advanced Placement courses in the United States.
Interdisciplinary approaches to identifying, understanding, and remediating people's reliance on inaccurate information that they should know to be wrong.
Our lives revolve around the acquisition of information. Sometimes the information we acquire—from other people, from books, or from the media—is wrong. Studies show that people rely on such misinformation, sometimes even when they are aware that the information is inaccurate or invalid. And yet investigations of learning and knowledge acquisition largely ignore encounters with this sort of problematic material. This volume fills the gap, offering theoretical and empirical perspectives on the processing of misinformation and its consequences.
The contributors, from cognitive science and education science, provide analyses that represent a variety of methodologies, theoretical orientations, and fields of expertise. The chapters describe the behavioral consequences of relying on misinformation and outline possible remediations; discuss the cognitive activities that underlie encounters with inaccuracies, investigating why reliance occurs so readily; present theoretical and philosophical considerations of the nature of inaccuracies; and offer formal, empirically driven frameworks that detail when and how inaccuracies will lead to comprehension difficulties.
Contributors Peter Afflerbach, Patricia A. Alexander, Jessica J. Andrews, Peter Baggetta, Jason L. G. Braasch, Ivar Bråten, M. Anne Britt, Rainer Bromme, Luke A. Buckland, Clark A. Chinn, Byeong-Young Cho, Sidney K. D'Mello, Andrea A. diSessa, Ullrich K. H. Ecker, Arthur C. Graesser, Douglas J. Hacker, Brenda Hannon, Xiangen Hu, Maj-Britt Isberner, Koto Ishiwa, Matthew E. Jacovina, Panayiota Kendeou, Jong-Yun Kim, Stephan Lewandowsky, Elizabeth J. Marsh, Ruth Mayo, Keith K. Millis, Edward J. O'Brien, Herre van Oostendorp, José Otero, David N. Rapp, Tobias Richter, Ronald W. Rinehart, Yaacov Schul, Colleen M. Seifert, Marc Stadtler, Brent Steffens, Helge I. Strømsø, Briony Swire, Sharda Umanath
Learning to Integrate Divergent Information Sources. The Interplay of Epistemic Cognition and Epistemic Metacognition
digitaler Sachtexte: wachsam und strategisch», 27. März 2021, Landesfachtag Deutsch
Barzilai, S. & Ka'adan, I. (2017). Learning to Integrate Divergent Information Sources. The Interplay of Epistemic Cognition and Epistemic
Metacognition. Metacognition and Learning, 12 (2), 193-232.
Ergebnisse einer quantitativen Sekundäranalyse effektiver Fördermaßnahmen zur Verbesserung der Sourcing-und Integrationsprozesse in der Nutzung multipler Texte
- M Philipp
Philipp, M. (2019). Multiple Wege führen nach Rom. Ergebnisse einer quantitativen Sekundäranalyse effektiver Fördermaßnahmen zur Verbesserung der Sourcing-und Integrationsprozesse in der Nutzung multipler Texte. Verfügbar unter
https://www.leseforum.ch/sysModules/obxLeseforum/Artikel/665/2019_1_de_philipp.pdf.