Definition
Constructing meaning from multiple information sources denotes a new form of literacy, which involves locating, evaluating, and using diverse sources of information, digital as well as printed, for the purpose of constructing an integrated, meaningful mental representation of a particular issue, topic, or situation.
Theoretical Background
The most influential conceptualization of how individuals construct meaning from multiple information sources is the documents model proposed by Perfetti et al. (1999). This model builds on and extends cognitive-processing models describing how readers comprehend a single text or document. Recently, the documents model has been further elaborated by Goldman (2004) and Rouet (2006).
In essence, the documents model explains how individuals who want to understand the contents of multiple information sources dealing with the...
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bråten, I., Gil, L., & Strømsø, H. I. (2011). The role of different task instructions and reader characteristics when learning from multiple expository texts. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text. Greenwich: Information Age.
Britt, M. A., & Aglinskas, C. (2002). Improving students’ ability to identify and use source information. Cognition and Instruction, 20, 485–522.
Goldman, S. R. (2004). Cognitive aspects of constructing meaning through and across multiple texts. In N. Shuart-Faris & D. Bloome (Eds.), Uses of intertextuality in classroom and educational research (pp. 317–351). Greenwich: Information Age.
Perfetti, C. A., Rouet, J. F., & Britt, M. A. (1999). Toward a theory of documents representation. In H. Van Oostendorp & S. R. Goldman (Eds.), The construction of mental representation during reading (pp. 99–122). Mahwah: Erlbaum.
Rouet, J. F. (2006). The skills of document use: From text comprehension to web-based learning. Mahwah: Erlbaum.
Wineburg, S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73–87.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media, LLC
About this entry
Cite this entry
Bråten, I., Strømsø, H.I. (2012). Knowledge Acquisition: Constructing Meaning from Multiple Information Sources. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_665
Download citation
DOI: https://doi.org/10.1007/978-1-4419-1428-6_665
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-1427-9
Online ISBN: 978-1-4419-1428-6
eBook Packages: Humanities, Social Sciences and Law