Multiple-Documents Literacy: Understanding, Assessing, and Improving Students' Learning from Conflicting Information Sources, 2010

The data set "Multiple-Documents Literacy: Understanding, Assessing, and Improving Students' Learning from Conflicting Information Sources, 2010" is based on a study conducted in 2010 by Ivar Bråten at the Faculty of Educational Sciences, University of Oslo. Multiple-documents literacy refers to the ability to locate, evaluate, and use diverse sources of information for the purpose of constructing and communicating an integrated, meaningful representation of a subject, issue, or situation. In Norway and many other countries, researchers, educators, and policy-makers are concerned that this crucial competency is not adequately developed through schooling. Based on existing theory and research pertaining to multiple-documents literacy, three questions were addressed. First, which learning processes and competencies are involved in the comprehension and integration of multiple documents and how are those processes and competencies interrelated? Second, how can the learning outcomes of multiple-documents literacy be reliably and validly assessed? Third, how can multiple-documents literacy be effectively promoted?