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Toward an Integrated Framework of Multiple Text Use
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 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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“In terms of the integrated framework of multiple texts (List and Alexander, 2019) we are concerned with the intertextuality of those information units to which the cognitive strategies and behavioral skills of readers are related.”
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InfluentialSelf-citationPhilippakos, Z. A. T. (2026) · AI in Education · doi:10.3390/aieduc2010003 · Cited by 6
“Cognitive load, superficial checklist use, and difficulties with transfer across contexts are well-documented obstacles when learners are introduced to multi-criteria evaluation frameworks (Bråten et al., 2019; List & Alexander, 2019).”
Classification of multiple text reading test formats by analyzing English language proficiency tests
Mikami, Y. (2024) · Language Testing in Asia · doi:10.1186/s40468-024-00285-1 · Cited by 3
“List et al. (2019) found that L1 readers form intertextual connections with at least three different types of specificity.”
BackgroundMethodInfluentialSupport Student Integration of Multiple Peer Feedback on Research Writing in Thesis Circles
Hsiao, Y. P., & Rajagopal, K. (2023) · Social interaction in learning and development · doi:10.1007/978-3-031-29411-2_3 · Cited by 4
Haverkamp, Y. E., Bråten, I., Latini, N., & Strømsø, H. I. (2024) · Literacy Research and Instruction · doi:10.1080/19388071.2024.2414027 · Cited by 3
“…contrasting content across documents is considered essential for multiple document comprehension (Afflerbach & Cho, 2009; Cho & Afflerbach, 2017; List & Alexander, 2019), with this emphasis on intertextual strategic processing also backed by considerable empirical evidence (e.g., Anmarkrud et…”
InfluentialMultiple Documents Literacy: Theory, Research, and Application
Strømsø, H., & Braten, I. (2013) · Oxford University Press eBooks · doi:10.1093/obo/9780199756810-0092 · Cited by 3
Revising Misconceptions Using Multiple Documents
Butterfuss, R. (2020) · University of Minnesota Digital Conservancy (University of Minnesota) · Cited by 3
Hornstein, J., Greisel, M., & Kollar, I. (2025) · Instructional Science · doi:10.1007/s11251-025-09745-4 · Cited by 5
“The prompts served as a step-by-step guide for integrating the peer-feedback messages (e.g., List & Alexander, 2019 ): First, participants were instructed to read both feedback messages.”
Christhilf, K., Potter, A., Magliano, J. P., McCarthy, K. S., Allen, L. K., & McNamara, D. S. (2025) · Discourse Processes · doi:10.1080/0163853x.2025.2578594 · Cited by 2
Social regulation of epistemic thinking during collaborative inquiry with multiple documents
Barzilai, S., Talmon, I., & Chinn, C. A. (2026) · Metacognition and Learning · doi:10.1007/s11409-026-09470-4 · Cited by 2
Leveraging GenAI for Automated Feedback on Source‐Based Writing: A Three‐Stage Model
Li, D., & Guo, K. (2026) · TESOL Quarterly · doi:10.1002/tesq.70170 · Cited by 2
Source integration in source-based writing: From theoretical modeling to predictive analytics
Potter, A., Tian, Y., Balyan, R., Goldshtein, M., Allen, L. K., & McNamara, D. S. (2026) · Assessing Writing · doi:10.1016/j.asw.2026.101081 · Cited by 3
Knight, S., Braasch, J. L. G., & Allen, L. K. (2026) · Educational Psychologist · doi:10.1080/00461520.2026.2686106 · Cited by 2
“…of models developed to explain how individuals engage with multiple sources, there is broad agreement across theoretical frameworks on several core features of the comprehension process (Brand-Gruwel et al., 2009; Britt et al., 2017; Leu et al., 2018; List & Alexander, 2019; Rouet & Britt, 2011).”
InfluentialHatlevik, O. E., & Bjarnø, V. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.13008 · Cited by 13
Metadata
- 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.
- 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
- 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
- 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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