Toward an Integrated Framework of Multiple Text Use

List, Alexandra; Alexander, Patricia A.

doi:10.1080/00461520.2018.1505514

Cited by 147Educational Strategies and EpistemologiesVisual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Toward an Integrated Framework of Multiple Text Use

List, Alexandra, Alexander, Patricia A.·2019·Educational Psychologist

DOI 10.1080/00461520.2018.1505514

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Abstract

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.

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List and Alexander (2019) argued that students may demonstrate four levels of integration when forming connections across texts: relational identification, separate representation, simultaneous relation, and relational elaboration.
“List and Alexander (2019) argued that students might demonstrate four levels of integration, or integrative reasoning, when forming connections across texts, i.e. level 1, relational identification; level 2, separate representation; level 3, simultaneous relation; level 4, relational elaboration.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as List and Alexander (2019)

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Authors: List, A., & Alexander, P. A.
Affiliations: Pennsylvania State University (US)
Department of Human Development and Quantitative Methods, University of Maryland
Corresponding author: Alexander, Patricia A.
ORCID: List, Alexandra
Alexander, Patricia A.
Venue: Educational Psychologist
Publisher: Informa UK Limited
Published: 2018-11-05
Volume: 54
Issue: 1
Pages: 20-39
ISSN: 0046-1520 (ISSN-L)
1532-6985
DOI: 10.1080/00461520.2018.1505514
OpenAlex: W2900296039
Cited by: 147
References: 169
Citations by year: 2026: 24 · 2025: 18 · 2024: 24 · 2023: 16 · 2022: 16 · 2021: 19 · 2020: 19 · 2019: 10 · 2013: 1
FWCI: 23.60
Type: journal article
Language: en
Open access: closed
Locations: Educational Psychologist (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: text integration, individual differences, task analysis, metacognitive strategies, regulatory strategy, affective learning outcomes, written expression, reading comprehension

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Toward an Integrated Framework of Multiple Text Use

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