Cited by 337Educational Strategies and EpistemologiesReading and Literacy DevelopmentLiteracy, Media, and Education

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The Skills of Document Use

Rouet, Jean-Francois·2006·Routledge eBooks

DOI 10.4324/9780203820094

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Abstract

The Skills of Document Use: From Text Comprehension to Web-Based Learning examines functional literacy from a psychological standpoint. It offers a comprehensive discussion of the cognitive skills involved in reading, comprehending, and making use of complex documents. Understanding such skills is important at times when printed and online informat

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“Metadata about a text (e.g. time and place of production, author, purpose) may also be connected to its situation model allowing the possibility of connections at the metadata level in multiple text situations (e.g. Graesser & McNamara, 2010; Kintsch, 1998; Rouet, 2006).”
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“Source information should be jointly considered with content information (Rouet, 2006).”
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Combining cognitive theory and data driven approaches to examine students’ search behaviors in simulated digital environments
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“…within increasingly rich DIL tasks and contributes to a growing research literature documenting the skills and strategies students use during online reading (see Afflerbach & Cho, 2009; Cho, Afflerbach, & Han, 2018; Coiro & Dobler, 2007; Coiro, 2020; Rouet, 2006; Salmerón et al., 2018).”
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“For example, research on multiple document comprehension (MDC) explains the processes by which students source, corroborate, and integrate information (e.g., Braasch & Bråten, 2017; List & Alexander, 2017, 2019; Rouet, 2006).”
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“Moving through the reading process, learners typically start by conceptualizing the task at hand (what Rouet, 2006, called the construction of a task model, one that can continue throughout the task), which includes whether the information they need will require multiple text use.”
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“Several theoretical frameworks of reading comprehension have been proposed to explain the relationship between tasks, texts, and the reader (Snow and The RAND Reading Study Group, 2002; Rouet, 2006; McCrudden and Schraw, 2007; Britt et al., 2018).”
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“Flere forskere peker på at det å lære fra og forstå flere motstridende tekster er en mer krevende oppgave enn å lære fra og forstå enkelttekster (Goldman, 2004; Rouet, 2006).”
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“The present study was grounded in contemporary perspectives of reading and literacy that review it as a complex interaction between the reader, text, and task (Britt et al., 2018; Rouet, 2006; Snow, 2002).”
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Method
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“…item among the sources or categories of available information; (3) extract relevant content information that matches the search objective; (4) integrate the new information with previously acquired information; and (5) repeat the preceding search steps until search goals are achieved [7] [18] [19].”
Background
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“…the searching, selecting, and processing of complex documents and multi-media on the web can be seen as a component of literacy (OECD, 2013) and be related to the ways in which students source, corroborate, and integrate claims – key facets of literacy for mature internet use (Rouet, 2006, p. 177).”
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Is a Relevant Piece of Information a Valid One? Teaching Critical Evaluation of Online Information
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Self-citation
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“It was under-pinned by current theories of reading, which foreground the diversity of cognitive processes in reading and their interactive nature (Britt et al., 2012), theories of performance in solving information problems (Rouet, 2006) and models of discourse comprehension (Zwaan & Singer, 2003).”
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“Rouet [10] classes reading comprehension as a restricted form of literacy that precedes the functional literacy needed to synthesise and express (i.”
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Using Readers’ and Organizations’ Goals to Guide Assessment of Success in Information Websites
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“Rouet [2] describes how people research information on the web in a 9-step Task-based Relevance Assessment and Content Extraction (TRACE) model that starts with readers formulating the information-seeking task and constructing a task model to use to accomplish the task.”
BackgroundMethod
English Language Learners’ Online Science Learning
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Rouet, J., & Britt, A. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.053 · Cited by 2
Self-citation
Ortaokul Öğrencilerine Yönelik Ekrandan Okuma Öz Yeterlilik Ölçeğinin Geliştirilmesi: Geçerlik, Güvenirlik ve Değişmezlik Çalışmaları
DEMİR, T., Akkaya, N., & Çüm, S. (2024) · Ana Dili Eğitimi Dergisi · doi:10.16916/aded.1369926 · Cited by 1
Questions Drive Comprehension of Text and Multimedia
Graesser, A. C., & Lehman, B. A. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-531-820251004 · Cited by 1
The Role of Different Task Instructions and Reader Characteristics When Learning from Multiple Expository Texts
Bråten, I., Gil, L., & Strømsø, H. I. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-531-820251006 · Cited by 1
Developing an Intervention Programme to Enhance Cognitive Processes and Background Knowledge in Digital Literacy Practices
Nambiar, R. M. K., Ibrahim, N., & Nor, N. M. (2012) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2012.09.283 · Cited by 1
The Learning Potential of Study Questions in TEFL Textbooks
Kiszczak, A. (2016) · Second language learning and teaching · doi:10.1007/978-3-319-33272-7_4 · Cited by 1
Collaborative design of audio-visual materials in Political Science and Administration
Medero, G. S., Albaladejo, G. P., Lanchares, J. C. C., et al. (2023) · Contemporary Educational Technology · doi:10.30935/cedtech/13101 · Cited by 1
Broadening the scope of reading comprehension using scenario-based assessments: Preliminary findings and challenges
Sabatini, J. P., O’Reilly, T., Halderman, L., & Bruce, K. (2014) · L’Année psychologique · doi:10.3917/e.anpsy.144.0693 · Cited by 1
Supplemental Material for Distributed Metacognition: Increased Bias and Deficits in Metacognitive Sensitivity When Retrieving Information From the Internet
Dunn, T. L., Gaspar, C., McLean, D., Koehler, D. J., & Risko, E. F. (2020) · Technology Mind and Behavior · doi:10.1037/tmb0000039.supp · Cited by 1
Literacy and Technology
Riddell, J. E. (2019) · Encyclopedia of Education and Information Technologies · doi:10.1007/978-3-319-60013-0_97-1 · Cited by 1
Comprendre des textes en français langue seconde : l'influence du profil linguistique du lecteur
Charles‐Dominique, G. (2015) · Cognitextes · doi:10.4000/cognitextes.778
Teenagers searching for information by using texts and hypertexts: How effective is it?
Gossin, P. (2013) · doi:10.1109/isko-maghreb.2013.6728171
The cause-effect relation of latent variables in scientific multi-text reading comprehension: Testing the sequential mediation model
Lin, H.-H., Tzeng, Y.-T., Chen, H., et al. (2020) · Reading & Writing · doi:10.4102/rw.v11i1.256
“They are then able to reorganise the new incoming information and continually turn it into the most up-to-date situation model (Johnson & Seifert 1999; Rouet 2006).”
Background
Literacy and Technology
Riddell, J. E. (2020) · Encyclopedia of Education and Information Technologies · doi:10.1007/978-3-030-10576-1_97
Measuring Student Satisfaction Level Regarding Instructional Design and Technical Dimension in Web-Based Distance Education Programs
Serhat, K. O. C. A., Gülnar, B., & Aytaş, M. (2021) · Advances in human and social aspects of technology book series · doi:10.4018/978-1-5225-8024-9.ch011
General Literacy in a Digital World
Kienhues, D., & Bromme, R. (2012) · Springer eBooks · doi:10.1007/978-1-4419-1428-6_45
English Language Learners' Online Science Learning
Terrazas-Arellanes, F. E., Knox, C. H., Rivas, C., & Walden, E. D. (2015) · IGI Global eBooks · doi:10.4018/978-1-4666-7363-2.ch061
Marketing to and Developing Faculty Members to Create High Quality, Highly Interactive Online Courses
Hargıs, J. (2013) · IGI Global eBooks · doi:10.4018/978-1-4666-4014-6.ch012
Exploring the relation between the structure strategy and source attention in single expository text comprehension: a cross-sectional study in secondary education
García, J. R., García, M., & Rosales, J. (2022) · Reading and Writing · doi:10.1007/s11145-022-10310-5
“Evidence supporting the role of sources on comprehension may be found in some studies with multiple texts where sourcing relates to the comprehension of the materials (Bråten et al., 2009; Goldman et al., 2012; Strømsø et al., 2010; Wiley et al., 2009).”
BackgroundResultInfluential
Références
(2016) · De Boeck Supérieur eBooks · doi:10.3917/dbu.trico.2016.01.0139

Authors: Rouet, J.-F.
Venue: Routledge eBooks
Publisher: Routledge
Published: 2006-03-14
DOI: 10.4324/9780203820094
OpenAlex: W4252507649
Cited by: 337
References: 0
Citations by year: 2026: 13 · 2025: 13 · 2024: 11 · 2023: 12 · 2022: 18 · 2021: 21 · 2020: 17 · 2019: 15 · 2018: 21 · 2017: 27 · 2016: 18 · 2015: 21 · 2014: 29 · 2013: 24 · 2012: 18
FWCI: 9.71
Type: book
Language: en
Open access: closed
Locations: Routledge eBooks (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Education › Literacy, Media, and Education
Keywords: document use, functional literacy, text comprehension, reading comprehension, cognitive skills, web-based learning, online information

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