The DOI matches its Crossref record; 168 of the 169 references it cites were found in a registry or an index.
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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“…of each document (Londra & Saux, 2023); their knowledge, beliefs, and interest in the situation and task (Demir et al., 2024; List & Alexander, 2019); and their unique pro fi les of cognitive and metacognitive skills (Espinas & Chandler, 2024; List & Alexander, 2019; Rouet et al., 2017).”
InfluentialEvaluando información contradictoria
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“Sin embargo, la lectura de fuentes con información contradictoria requiere de habilidades que el alumnado adolescente no siempre ha desarrollado (List y Alexander, 2019) y que rara vez se enseñan (Solé, 2019).”
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“The role of individual difference factors is widely recognized and considered in the latest models and theoretical frameworks on the use of multiple texts (e.g., Barzilai & Strømsø, 2018; Bråten et al., 2011; List & Alexander, 2019).”
Konca, M., Mehler, A., Lücking, A., & Baumartz, D. (2024) · Springer eBooks · doi:10.1007/978-3-031-69510-0_10 · Cited by 1
Muñoz, Á. V., Rojas‐Barahona, C. A., Castillo, R. D., & Salmeron, L. (2026) · Written Communication · doi:10.1177/07410883251409662 · Cited by 1
“Activities that incorporate reading and writing are called hybrid tasks, while reports that emerge from reading multiple sources are classed as integrative writing tasks (Bråten et al., 2023; Latini et al., 2020; List & Alexander, 2019; Nelson & King, 2023; Primor & Katzir, 2018).”
Lücking, A., Brückner, S., Abrami, G., Uslu, T., & Mehler, A. (2020) · arXiv (Cornell University) · doi:10.48550/arxiv.2008.02096
“Many factors have been identified in this respect, including prior knowledge, motivation and situational constraints (for general models of domain learning see e.g. Ainsworth, 2006, List and Alexander, 2019, Goldman et al., 2016).”
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The Effect of Graphical Processing on Multiple-Text Use
van Dulst, D. (2021)
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Zlatkin‐Troitschanskaia, O., Alexander, P. A., & Pellegrino, J. W. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.1014654
“This negative learning can then inhibit or distort subsequent information processing and knowledge acquisition over the course of their university studies (List and Alexander, 2019).”
BackgroundSelf-citationDas Textverstehen von Studierenden beim Lesen multipler Dokumente und dessen Förderung
Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kröhne, U., Goldhammer, F., & Artelt, C. (2022) · V&R unipress eBooks · doi:10.14220/9783737013970.57
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Giménez-Salvador, M., Máñez, I., & Cerdán, R. (2024) · Education Sciences · doi:10.3390/educsci14111259
Towards New Data Spaces for the Study of Multiple Documents with Va.Si.Li-Lab: A Conceptual Analysis
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“According to the Integrated Framework of Multiple Text (IF-MT), multiple-text reading can be conceptualized as a series of stages, including preparation, execution, and production [10].”
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DUUIgateway: A web service for platform-independent, ubiquitous big data NLP
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“According to List and Alexander (2019) “List and Alexander described that at least four stances can occur when using multiple sources, including disengaged, affectively-engaged, evaluative, and critical analytic approaches” (p. 199) However, as Knight and colleagues imply earlier in the paper, the…”
Multiple texts, culture, marginalization, and generative AI: An introduction to the special issue
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“That is, (multiple) texts reflect the reification of language in connected and deliberate form (List & Alexander, 2019).”
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“The Integrated Framework of Multiple Text (List & Alexander, 2019 ) also emphasizes the importance of comprehension monitoring.”
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“and creating a “product,” such as a report or presentation (Brand-Gruwel et al., 2009 ; Leu et al., 2013; List & Alexander, 2019; Rouet & Britt, 2011).”
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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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