Epistemic cognition and multiple-documents literacy (PhD project) (completed)
This study presents an intervention to advance 10th grade pupils’ views about knowledge and knowing concerning an ill-structured topic and how this might improve their ability to make sense of multiple documents on the given topic.
About the project
Since personal computers and the Internet became common features in the developed world, and following the dawn of Google ® and other search engines, pupils’ academic and personal lives have been transformed. Nowadays, pupils are regularly expected to make use of several sources at one time, since accessing large volumes of varied information can be achieved via a few keystrokes, and there is a growing consensus that pupils need to be prepared for the multi-textual reality that exists in and out of schools (Bråten, Strømsø & Britt, 2009; Rouet, 2006; Utdanningsdirektoratet, 2010). When faced with tasks that involve using multiple information sources to solve problems or understand complex issues, pupils are required to make judgements regarding what counts as knowledge, the nature of that knowledge, and how to justify knowledge claims, with the term epistemic cognition sometimes used to describe such judgements (Greene, Azevedo, & Torney-Purta, 2008, Kitchener, 2002). In addition, readers are required to make a plan of action concerning relevance and reliability of information and what sources should be given prominence in attempting to build informed, integrated representations of complex topics (Rouet, 2006). Recent research has demonstrated that advanced epistemic cognition may facilitate a deeper, more representative understanding of multiple documents (Bråten, Strømsø, Britt & Rouet, 2006). At the same time, studies have demonstrated that interventions to improve epistemic cognition may be possible (Gill, Ashton & Algina, 2004; Kienhues, Bromme & Stahl, 2008; Kienhues, Stadtler & Bromme, in press; Tsai, 2008). This study presents an intervention to advance 10th grade pupils’ views about knowledge and knowing concerning an ill-structured topic and how this might improve their ability to make sense of multiple documents on the given topic.
- To further investigate the relation between epistemic cognition and multiple documents literacy
- To investigate the learning processes, cognitions and strategies involved in multiple documents literacy at 10th grade level
- To conduct an intervention study to improve multiple documents literacy in lower-secondary school
Type of research